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6th Annual Catalog 


Northwest Normal 




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Announcements for Year 1912-13 

and Bulletin for the 

Fall Quarter 

Volume VII JULY, 1912 Number 2 

Normal Calendar 

Fall Quarter begins Wednesday, September 11th 

Fall Quarter ends Wednesday, November, 27th 

Winter Quarter begins Monday, December 2nd 

Winter Quarter ends Friday, February 28, 1913 

Spring Quarter begins Monday March 3rd 

Spring Quarter ends Wednesday, May 21st 

Annual Commencement May 21st, 1913 

Summer Quarter begins Wednesday, May 28th, 1913 


Thanksgiving November 27th to December 2nd 

Christmas December 20th to December 31, 1912 

Entered as Second-Class Matter April 4th, 1906, at the Postoffice at Maryville, Missouri, 
under Act of Congress of July 16, 1894 


Board of Regents 

>ols, Ex-Officio 

HON. W. P. EVANS, State Supt. of Public Schc 

Term expires January, 1917. 


Term expires January, 1917. 


Term expires January, 1913. 


Term expires January, 1913. 


Term expires January, 1915. 


.... St. Joseph 


. . . . Plattsburg 


Savanna li 

Term expires January, 1915. 

. . President 

Officers of the Board 









Executive Committee 

W. F. RANKIN, Chairman. 


Committee of Organization 

HENRY J. HUGHES, Chairman. 

W. P. EVANS. 0. P. WIL1 


H. K. TAYLOR President 



Education and Director of Training School. 

T. H. COOK, 
American History and Civics. 

Agriculture and Biology. 

Chemistry and Physics. 

Latin and French. 

English and German. 

Home Economics. 

Business Department. 

History and Geography. 

Assistant in Mathematics and Training Teacher. 

Reading and Public Speaking. 

Art and Art Decoration. 


Manual Training. 


Dean of Women. 


Director of Athletics. 

Assistant in Education. 


Training Teacher. 

Training Teacher. 

Training Teacher and Supervisor of Kindergarten. 

Instructor of Music in Training School. 

Secretary and Instructor in Stenography. 

Assistant in Home Economics. 

Custodian of Buildings. 

Custodian of Grounds. 

General Information 


Is to fit teachers for rural, grade, and High School work, and to 
qualify them to become leaders in every activity of life. To do this, 
every other department of the school is correlated with the Depart- 
ment of Education and Teacher Training. These departments are as 
follows: Academic, Agriculture, Art, Music, Expression, Home Econo- 
mics, Manual Training, Training School, Business, Physical Culture, 
and Library Training. Each one of these is given a pedagogical bear- 
ing and will be taught so as to insure the teaching ability of the pupil 
together with scholastic attainment. 

Teaching efficiency is the measure of the Normal School's service 
rendered to the state in sending out teachers for its public schools. 
Scholarship is desirable and necessary, but a teacher must have more 
than this. He must know how, when and where, and he must also have 
the initiative, the tact, the common sense, the alertness, the resource- 
fulness to adjust himself to conditions, to control pupils, to improve 
equipment, to do a myriad of things not prescribed in the pedagogy. 

To secure this end the Northwest Normal School has been provided 
with a Faculty of twenty-six strong, experienced and well equipped men 
and women and each one is working under instructions to do his best 
to send out from the institution a product that will not only have the 
knowledge, but be able to put into successful execution that knowledge 
obtained in the class room and be able, by the training received in the 
Normal School, to bring every power of mind under tribute to master 
conditions that often confront the teacher in the school room and that 
cannot be prevised by pedagogical formulas. Some of the most dismal 
failures in the profession are those whose chief conception of teaching 
is a glibness to quote what some other person has thought, but possibly 
has never done. 

While insisting upon a scholarship, as broad and deep as our pro- 
vince will allow, we shall also demand of those taking our certificates 
and diplomas, an assuring evidence that they can organize a school, 
control, inspire, lead, discipline, and teach with directness, purpose, 
spirit, and effectiveness, those committed to their charge. We are not 
ambitious to send out a multitude of parchment laden adventurers who 
are going to try their hands for a season at a raw experiment upon de- 
fenseless youth. 




Maryville, the home of the Northwest Normal School, is situated in 
the County of Nodaway, at the junction of the Creston-St. Joseph branch 
of the Burlington railway with the main line of the Wabash from St. 
Louis to Omaha. Forty-five miles north of St. Joseph, sixty miles south 
of Creston, ninety miles from Omaha and 300 miles west of St. Louis, 
it is easy of access from any part of the nineteen counties which com- 
prise the district. 

Maryville has a population variously estimated from 6,000 to 7,000. 
It is celebrated for its beauty as a town and for the public spirit of its 
citizens. It is a city of homes. 

The religious denominations commonly found in this section of the 
country are represented in Maryville, all having beautiful church houses. 
r ihe Carnegie Library is a valuable assistant to the Normal School 
Library. St. Francis Hospital, a splendid institution, conducted by the 
good Sisters of St. Francis, assures the best care in cases of serious 

The town has 15 miles of well-paved streets, a system of water 
works, and electric lights. 

While Northwest Missouri is closely dotted with splendid up-to-date 
towns, Maryville has proved herself worthy to be the home of the North- 
west Normal School. 

The Commercial Club, an organization of business men, with the 
President of the School, is glad to furnish any information or aid to 
those desiring to locate in the home city of the Normal School for the 
purpose of educating their children. 


There is one large building in which all the work of the school is 
conducted, thus insuring convenience and a saving of time. This build- 
ing is entirely new and is complete in every particular. The structure 
is 325 feet long and its greatest depth is 150 feet. It is three stories 
high and is built of brick trimmed with stone. 

The large auditorium will seat from 1,600 to 1,800 people. The 
library contains 5,000 feet of floor space, is divided into stack-rooms, 
the main reading room, the periodical reading room, and the expert 
library room. It is perfect in lighting and ventilation and is equipped 
with the best and latest furniture. 

Two large gynasiums, each 45x90 feet, one for men and one for 
women, afford fine opportunity for indoor athletics. A suite of nine 
rooms on the first floor is devoted to the uses of the Training School 
and one of these rooms is the assembly room for this department of the 
school. Five rooms specially constructed for the purpose are occupied 
by the Manual Training department. Four rooms including a laboratory, 
sewing rooms, lecture room, and dining room, are set apart for the uses 
of the Home Economics department. The Art studio occupies the fourth 
story. Six large rooms occup-ing a floor space of 8,000 feet are 




appropriated for the department of science. In addition to this there 
is a lecture room with amphitheater seats for the uses of the science 

Large and elegant rooms are set apart for the Y. M. C. A. and 
Y. W. C. A. and literary society halls. In addition to these there are 
30 large, well lighted and airy recitation and lecture rooms, office rooms, 
cloak and toilet rooms, and a cosy and comfortable rest room for 
ladies. The building is lighted with electricity and the enforced 
air heating system gives a perfect ventilation. The structure is 
a school world within itself, containing 2% acres of floor space with 
spacious and well lighted corridors and is capable of taking care of 
1,500 pupils. 

The plant has cost approximately $500,000 and it can be justly said 
that in grounds, building and the beauty of the surroundings the North- 
west Normal School has but few equals in or out of the state. 


1. Write to the Dean of Women, if you cannot make your own 
arrangements for boarding before you come. She will give you names 
of places and other valuable information relative to boarding. 

2. Upon arrival get located in your boarding place. 

3. Go to the Real Estate Bank at the northeast corner of the public- 
square, pay tuition and get receipts. 

4. Come to the Registrar's office on the second floor of the building 
and get registration and classification cards. 

5. Consult with the President and Classification Committee and ar- 
range program of studies. 

6. See all members of the faculty under whom you are to have work 
and have them sign their various subjects on your classification card. 

7. Go again to the President's office for his signature of your class- 
ification card. 

8. Go to the Registrar for his signature of card, then take card 
with you and enter classes in all subjects scheduled on your program. 


Good boarding, everything furnished, can be had in private homes 
for $3.50 to $4.50 per week. Perrin Hall furnishes excellent table board 
to students and teachers at $3.00 per week for regular meals, or $4.00 
for a meal ticket calling for 21 meals. 

This dining room is under the supervision of a competent lady and 
every care is taken to provide meals that are liberal and attractive. 
Perrin Hall affords excellent rooming accomodations for a limited num- 
ber of ladies and is under the direction of the Dean of Women. 

Good rooms furnished for light house keeping or simply for sleep- 
ing purposes can be had at very reasonable rates. Maryville now offers 
to students, board of as good a character and at prices as reasonable 




as can be had at any other school town in the state. The Dean of 
Women has a direct oversight of all lady students in the school. She 
regularly visits and inspects all places where young ladies board and 
such places must meet her approval. Young ladies cannot room at 
any place where there are gentlemen roomers. Brothers and sisters 
may room at the same place provided there are no other roomers there. 

Young ladies are not permitted to board at any place not regularly 
listed with the Dean of Women, and the President of the School may 
at any time order any change in boarding arrangements that he and 
the Dean of Women decide to be for the best interests of the school. 
The Dean of Women will not only have an oversight of the boarding 
conditions of young ladies, but she will look carefully after their moral, 
social and physical welfare. At Perrin Hall a large and comfortable 
reception hall is opened to all the young lady students where they may 
gather for social enjoyment. The Seminary Building is used for room- 
ing purposes for gentlemen and affords accommodations for about 40 
persons at fifty to seventy-five cents per week for each person. 

By light house-keeping and the excellent accommodations offered 
as above mentioned, the entire cost of boarding can be made as low as 
$2.75 per week and need not in any case go beyond $4.50. 

A noon luncheon is served in the building at from 10 to 15 cents, 
no article costing over 4 cents and most of them only two cents. This 
noon luncheon enables students to spend the noon hour restfully in 
the lunch room, save a walk to and from the boarding house, and cul- 
tivate social acquaintances with teachers and fellow pupils while at the 
same time saving some expense. 

For fuller information about boarding places, both ladies and gentle- 
men will write direct to the Dean of Women, Northwest Normal School, 
Maryville, Missouri. 


The tuition is $6.00 per quarter. A fee of 50c per quarter is charged 
those who take Home Economics, and for those who take models in 
Manual Training. There are no other fees. Books can be procured 
at the book store in the building at regular retail prices and will be 
bought back from the pupil at prices dependent upon the condition of 
the books. By this plan books will cost from $1.50 to $2.00 per quarter. 
Boarding costs from $2.75 to $4.50 per week. The total average cost 
per quarter of twelve weeks for tuition, board and books is about $49.50. 

Literary Societies. 

There are two Literary Societies, the Philomathian and the Eurekan. 
An elegant hall is dedicated to each of these societies and is tastefully 
and comfortably furnished. A member of the faculty is delegated to 
visit the regular meetings and the head of the public speaking depart- 
ment gives assistance in the work done. These literary organizations 




during the year offer numerous programs to which the public is invited. 

Christian Associations, The Y. M. C. A. and The Y. W. C. A. 

These are factors in the social and religious life of the school. By 
weekly meetings special services and social gatherings, they do much 
to promote the student welfare of the institution. Frequent visits of 
representatives to these organizations bring valuable help and inspira- 
tion to the student-body. Each organization has a large and well fur- 
nished hall in the building. Much is accomplished in holding up a high 
standard of moral conduct and in promoting a spirit of fellowship that 
prove valuable forces in the work of teacher training and in fitting for 
the duties of life. 

County Organizations. 

Each county has an organization of its representatives and through 
these organizations work is done to arouse a county pride and also to 
contribute to the social life of the school. A room has been provided 
in the building for a Normal District Museum and in this museum each 
county of the district will have a cabinet in which all creditable speci- 
mens of school work sent from the county will be kept on display. There 
will also be a county pennant with the colors and a register for the 
names of all persons attending or visiting the Normal School from the 


The library occupies the second floor of the east wing and is well 
equipped with all the necessary modern library furniture. It contains 
about 8,000 volumes carefully selected with reference to the use of the 
various departments of a normal school. The books are all catalogued 
and ready for constant use. The rooms are large, well lighted and ex- 
ceedingly attractive. 

Instruction in library methods, use of the card catalogue, etc., will 
be given to all students. Individual research is especially encouraged. 

The library is for the use uf the entire school and its privileges are 
also granted, under certain conditions, to presons not connected with the 
school. All students and teachers have access to the shelves in all parts 
of the library. Books may be kept out of the library for periods ranging 
from 24 hours to 2 weeks. The library is open for the use of teachers, 
students and visitors from 8 a. m. to 4:30 p. m. 

In addition to the books contained in the school library several 
volumes are shelved in the various class rooms for the immediate use 
of teachers and students. 

In connection with the library there is a well equipped reading 
room containing a choice and useful collection of magazines and daily 







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Course in Library Instruction. 

The following course in library economy is offered each term: 

The Library and the School. 
Classification of Books. 
Arrangement of Books on 

The Card Catalog. 
The Parts of a Book. 
Magazine Indexes. 
Reference Books. 
Government Publications. 

Book Selection and Book Buying. 
Investigating a Subject in the 
the Library. 

Children's Books. 
A Review of the Course. 
Text used. Course of Study for 
Normal School Pupils on the Use 
of a Library by Marjory L. Gil- 

List of Magazines in the Northwest Normal School Library. 

American Historical Review. 

American Review of Reviews. 

American School Board Journal. 

American Motherhood. 

Annals of American Academy. 

Art and Decoration. 

Atlantic Monthly. 


Boston Cooking School Magazine. 

Breeder's Gazette. 


Chicago Record Herald. 

Classical Journal. 

Classical Philology. 



Cumulative Book Index. 

Decorative Kunst. 


Educational Review. 

Elementary School Teacher. 

Everybody's Magazine. 

Garden Magazine. 

Good Housekeeping Magazine. 

Harper's Magazine. 

History Teachers Magazine. 

Hoard's Dairyman. 

Journal of American History. 

Journal of Home Economics. 

Journal of Educational Psychology. 

Journal of Geography. 

Kindergarten Magazine. 

Ladies Home Journal. 

Library Journal. 

Literary Digest. 

McClure's Magazine. 

Manual Training Magazine. 

Mind and Body. 

Missionary Review of the World. 

Missouri Agriculture College Far 


Nature Study Review. 
National Geographic Magazine. 
National Food Magazine. 
New York Teachers Monographs. 
North American Review. 

Pedagogical Seminary. 
Popular Education. 
Primary Education. 
Psychological Clinic. 
Psychological Review. 
Readers Guide. 
Rural New Yorker. 
Saturday Evening Post. 
School Science and Mathematics. 
School Arts Book. 
School Review. 
Scientific American. 
Scientific American Supplement. 
Scribner's Magazine. 
St. Joseph Gazette. 
St. Louis Republic. 
International Studio. 



Table Talk. 

Teachers College Record. 


Vocational Education. 
Worlds Work. 
Youths Companion. 

Newspapers Furnished Free. 

We gratefully acknowledge the receipt of the following newspaper 
which are voluntarily sent by the publishers: 

Albany Capital. 
Andrew County Republican. 
Atchison County Mail. 
Braymer Comet. 
Burlington Junction Post. 
Carrolton Democrat. 
Clinton County Democrat. 
Clyde Times. 
Conception Courier. 
Dekalb Tribune. 
Gallatin Democrat. 
Guilford Times. 

Liberty Advance. 
Maryville Tribune. 
Mound City News. 
Parnell Sentinel. 
Platte County Gazette. 
Plattsburg Leader. 
Princeton Telegraph. 
Stanberry Owl-Headlight. 
Stewartsville Record. 
Tarkio Avalanche. 
Trenton Daily Republican. 
Worth County Times. 



Courses of Study 


Quarter. — A quarter is a session of twelve weeks of five days each. 

School Year. — A school year is three quarters. 

Unit. — A Unit is three term credits. 

Term Credit is a subject requiring preparation pursued one quarter 
— five recitations per week. 

Elementary Certificate (Regents Certificate). This is the certifi- 
cate granted on the completion of the Secondary Course. 

Specials. — Subjects which do not require preparation for the reci- 

No class will be organized for less than five pupils. 

Conditions of Admission. 

Applicant for admission must be of good moral character, at 
least 15 years of age, and must give evidence of sufficient scholarship 
for entrance. Graduates of rural schools will be given entrance to 
the Common School District Certificate Course. 

Advanced Standing. 

Persons desiring to have grades from other schools accepted 
should present same to the Committee on Advanced standing, and 
blanks will be furnished for reporting such grade, on application. 
Grades of approved high schools will be given credit based upon the 
number of units of work approved in those schools by the state super- 
intendent, a maximum credit of ten units in the Normal being given a 
graduate of a first class approved high school. The classification of 
high schools is that made by the state superintendent of schools. Work 
done in academies, colleges and other normals will be given credit upon 
presentation of certified copy of records or grades. 


The school offers courses of study designed to meet the special 
needs of those who are preparing to teach in the various phases of our 
public schools. 



By arrangement with the State Superintendent the Normal Schools 
may offer two-year courses of study for the special preparation of teach- 
ers in the rural schools. This course in this Normal is fully equivalent 
of the first two years of a good high school, differing slightly in con- 
tent, but fully equal in efficiency and training containing the equiva- 
lent of twenty-seven of our term credits, or nine units of work. By 
taking four of the regular subjects and one of the specials each term this 
course may be completed in six terms of residence. The professional 
training offered is especially related to the country school. To receive 
this certificate the applicant must be eighteen years of age, must have 
attended the Normal at least two terms no matter what previous credits 
may have been earned in high schools. The course is open to those 
holding certificates of rural graduation or third grade county certifi- 
cates. The certificate issued by the State Superintendent on the com- 
pletion of this course will be good for teaching in the rural schools in 
any county in the state for a term of two years. 

English. Science. 

Term Credit Term Credit 

Advanced Grammar 2 Descriptive Geography 2 

1st year H. S. English (Comp. Physiology 1 

and Lit.) 2 ^culture 2 


2nd year H. S. English (Comp. Elementary Psychology 1 

and Lit) 2 Rural School Management 1 

Mathematics. Rural Teaching 1 

Arithmetic 2 Specials. 

Algebra 3 Penmanship % 

Music y 2 

History. Drawing V 2 

U. S. History 2 Manual Training % 

Civics 1 Reading y 2 

Ancient History 2 Spelling y 2 

Work That Must Be Done at the Normal. 

Professional 2 Geography 1 

Arithmetic 1 Drawing y 2 

English 2 Music y 2 

History or Civics 1 Penmanship V2 

Agriculture 1 


This course is the equivalent of a first class high school, consist- 
ing of at least twelve quarters of work, or four years of three quarters 



each, and leads to a two-year State Certificate, giving authority to teach 
in any school in the state. It prepares the student for entrance to Col- 
lege Courses. Those who complete the Common School Certificate Course 
may enter the third year of this course and complete it in two years. 
Credits will be given for work done in approved high schools. 
Graduates of approved four-year high schools may receive the Regents 
Certificate by a minimum attendance of two quarters. 



Term Credit 

Advanced Grammar 2 

1st year H. S. Eng (Comp. and 

Lit.) 2 

2nd year H. S. Eng. (Comp. and 

Lit.) 2 

3rd year H. S. Eng. (Rhetoric. . .2 

4th year H. S. Eng. (Literature. .2 


Arithmetic 2 

Algebra 4 

Plane Geometry 2 


U. S. History 2 

Civics 1 

Ancient History 2 

M. & M. History 2 


Geography 2 

Physiology 1 

Agriculture (young men) 2 

Home Economics (young women) 2 
Physics or Chemistry or Physical 

Geography 2 

Teachers Courses (Any Two). 

Grammar 1 

Arithmetic 1 

History 1 

Geography 1 


Term Credit 

Elementary Psychology 1 

School Management 1 

Elementary Teaching 1 


Music 1 

Drawing V 2 

Manual Training V 2 

Reading \ 2 

Spelling V 2 

Penmanship V 2 

Physical Culture 1-3 


( To be chosen 10 

Latin 6 

German 6 

French 6 

Adv. Alg 1 

Sol. Geom 1 

PI. Trig 1 

Am. Hist, and Gvt 2 

Eng. Hist 2 

Biology 2 

Chemistry 2 

Agriculture 2 

Home Economics 2 

Art 2 

Manual Training 2 

Reading 2 

All the above is of high school rank. If a student has never had 
Latin, German, or French and wishes to elect one of these subjects he 
must make three term credits in order to have any credit for the same 
on the certificate. 

No elective work in the above list is given credit on the certificate 
unless the text book in the subject elected is completed. 


Not more than two of the Teachers Courses will be given in any one 

If solid geometry is not elected for this course it must be taken by 
any one wishing a life diploma. 

The electives are to be chosen upon the advice of the instructors 
concerned and are to be selected frcm courses offered in addition to the 
required courses. Young women must take at least one quarter of Agri- 
culture which will count as one elective. 

Each term credit of the above work except the specials, equals one- 
third of a unit credit. The specials require no preparation for recitation 
and the term credit for such subjects is one-half that of other subjects. 


This is the central work of the institution and represents the dis- 
tinctive type of its teaching, though the same attention is paid to the 
quality of work in all the courses. When all the communities of the 
state have access to local high schools it will not be necessary for the 
Normal to maintain so many of its secondary studies, permitting greater 
emphasis upon its college work. The work of this course is the full 
equivalent of the first and second years of standard colleges and admits 
to Junior standing in the school of Education of our State University and 
others of like character. 

Each term credit is equal to one-third of a unit. Twenty-four term 
credits are required as follows: 


1. EDUCATION— Psychology II. (1), General Method (1), Special 
Method (1), Training School (3), History of Education (2), Principles of 
Education (1) 9 term credits 

2. ENGLISH— Jr. English 3 term credits 


1. LIMITED — Three term credits each of any two of the following 
lines of work: English, History, Science, Language, Mathematics, 
6 term credits 

2. UNLIMITED — Six term credits are permitted to be selected from 
additional College Courses offered by the department. .. .6 term credits 

All these electives are to be selected with the advice of the Com- 
mittee on Classification and instructors concerned and should be selected 
with the idea of a well-rounded preparation for some definite service 
in school work. They may be selected from such courses as College 
Algebra, Trigonometry, Analytic Geometry, English, European, Econo- 
mic, and 19th Century History, Latin, German, French, Biology, Agri- 



culture, Chemistry, Physics, Home Economics, Art, Manual Training, 
Education, Public Speaking, etc. 

Men who have not had Agriculture in an accredited High School 
course must elect two quarters of College Rank work in this subject 
and women must elect two quarters of Home Economics of College Rank, 
if they have not had the subject in the High School. 

The required work in Education is designed to secure a vital func- 
tioning of the idea of teaching and development in as near an approach 
to actual school room conditions as it is possible to make. The 
training in teaching in\olves placing the student in charge of all the 
work of a group or room for a continuous period of at least one-half 
day for a full quarter. We aim to make the type of scholarship secured 
by the study of courses in Education quite as effective as that secured 
by the study of more rigidly academic lines. 

By a careful arrangement cf electives students may make their 
Diploma Course bear unon special pieparation for such phases of work 
as Primary, Grade, Rural, or High School teaching, Rural or Town Sup- 



Departments of Study 

Department of Education and Training 

(IRA RICHARDSON, Director). 

The Normal School is justified in its existence as a distinct type 
of educative institution in so far as it gives individuals a largely in- 
creased ability to direct the education of children. To do this it must 
concern itself with the question of academic and professional scholar- 
ship and training. The Department of Education and Training con- 
tributes to both of these phases through enlarging the experience of the 
individual but its main function is to bring about greater efficiency in 
teaching by giving the student the privilege of: 

I. Study in the science and art of education made up of 

a — Principles of method and organization of subject matter, that 
it may perform its function in the most economical manner — Elementary 
Teaching, Teacher's Courses in Elementary subjects. Special Method, 
Observations and Discussions. 

b — Those subjects which represent the foundations of educational 
Art and Science — Psychology, Management, General Method, History of 
Education and Principles of Education. 

II. Training and Practice, through observing lessons taught by 
training teachers, assisting in class management, arrangement of ma- 
terial, instructing individual children, planning lessons to be taught and 
finally through being placed in charge of a room as teacher for one- 
half day for a term of twelve weeks. 

The various courses offered by the department with their essential 
view-points are as follows: 


Secondary Courses. 

Course 1. — Psychology I. (One quarter). 

Designed to serve as a foundation for later work and to give some 
Of the more elementary facts and to inspire a permanent interest in 
the study of psychology. An introductory course to all others in the 
department. Text — Thorndike's Elements of Psychology. 

Course 2. — The Rural School: its management. (One quarter). 

A study of topics of vital concern to this type of school. The school 
and community life; organization of the school for the greatest effici- 
ency; mechanics of management; records; reports; function of the 
school and the development of a satisfactory appreciation of the life 




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of the rural community. Physical improvement of the country schools 
as related to buildings, grounds, lighting, heating and ventilation; clubs 
and club activity as means of developing a better co-operative com- 
munity l^fe; the country school as an opportunity for effective work 
and in its relation to the improvement of the farm, the country home, 
the country road; the administration of our country in its relation to 
our present system, to school maintenance, to the consolidated school. 
Text — Reference work: Pre-requisite: Course 1. 

Course 3. — Rural School Teaching. (One quarter). 

This course will aim to secure for the prospective rural teacher 
a working acquaintance with the State Course of Study; correlation of 
subject matter; alternation, grading, promotion, and rural graduation; 
use of library; collection and care of materials to make the teaching 
of the common school subjects more effecient and vitally related to com- 
munity experiences. An attempt to attack and work out concrete prom- 
lems in the matter of teaching subject matter to country children and 
related to their farm experience. Text — The State Course of Study, 
supplemented by Bender's The Teacher at Work and assigned read- 
ings. Pre-requisite: Course 1. 

Course 4. — Primary Teaching. (One quarter). 

Suggestions and helps of a general nature applicable to the primary 
grades, planning work adapted to the needs of the child; simpler prin- 
ciples of child nature as manifested in games and activities. Attention 
to story telling, seat work, picture study, beginning reading, phonics, 
writing and number work. Assigned readings and observations. Pre- 
requisite: Course 1. 

Course 5. — Grade Teaching. (One quarter). 

The problem of the course of study in the upper grades of the ele- 
mentary school, use of illustrative material, equipment, methods of 
adapting material to the children of these grades, arousal of interest, 
securing motive, etc. Assigned readings and observations. Pre-requisite: 
Course 1. 

Course 6. — Management. (One quarter). 

A consideration of problems confronting the teacher in the organi- 
zation and management of the school. Factors of school situation; the 
teacher, qualifications, duties, place in school and community; begin- 
ning school; program; grounds and building; hygiene of school situa- 
tion; school law, etc. Text — Salisbury's School Management. Assigned 
readings. Pre-requisite: Course 1. 

Course 7. — Teacher's Courses in Arithmetic, Geography, History, and 
Grammar. (One quarter each). (Two are required for Regents Certi- 

These courses presuppose a thorough knowledge of the subject mat- 
ter and deal with the methods to be employed in teaching. See further 
.announcement under the departments concerned. Pre-requisite: Course!. 




College Courses. 

Course 8. — Psychology II. (One quarter). 

A continuation of Psychology I, looking to a study of the mind 
at work. Part III of Thorndike's Elements of Psychology will be the 
main basis of the work with reference to such authors as James, Angeli, 
Stout, Tichener, and Judd. With some classes this term may be de- 
voted exclusively to child study using Kirkpatrick's Fundamentals of 
Child Study, or Pyle's Educational Psychology. 

Course 9. — General Method. (One quarter). 

Teaching is regarded as a scientific process. The inductive de- 
ductive modes of thought as underlying and determining the educative 
process. Additional topics are considered, the work being based on 
Strayer's A Brief Course in the Teaching Process. Thorndike's Prin- 
ciples of Teaching, McMurry's Method of Recitation and Discussion of 
class notes and reading. Pre-requisite: Courses 1 and 8. 

Course 10. — Special Method. (One quarter). 

A continuation of the preceding method course and the best appli- 
cation of its fundamental principles to the subjects of the elementary 
school curriculum. It will involve attention to organization of material, 
planning of a series of lessons, a study of text books, and much con- 
crete laboratory work. In the main two groups of subject matter select- 
ed from English, Arithmetic, Geography and Elementary Science and 
History will constitute a quarter's work. Pre-requisite: Courses 1, 8 
and 9. 

Course 11. — Observation and Teaching. (One quarter). 

This course is practically a continuation of Course 10. Students 
taking this course will be assigned to some room or grade in training 
school for a quarter of the day assisting in the work, observing work 
of Training Teachers, instructing individual pupils with a further study 
in stated group meetings of topics relating to the presentation of knowl- 
edge. They will render assistance in the supervision and direction of 
the children's play. Pre-requisite: Courses 1, 6, 8, 9 and 10. 

Course 12. — Practice Teaching. (Two quarters). 

We shall endeavor to secure the desired results in this course by 
placing the student teacher in charge of all the activities of a grade or 
room for a period of one-half day during a term of twelve weeks. 
Students do their work under the close supervision of the training 
teachers and supervisors. They are placed upon their own resources 
to the greatest degree possible, consistent with the welfare of the pupils, 
which must be dominant at all times. This necessitates on the part 
of the student, care in the organization of subject matter, selection of 
the best methods of presentation, skill in class management and atten- 
tion to the appearance of the room. Efficiency in this work is the 
ultimate test of the professional work and the student must develop 
ability here before the department can recommend graduation. The 


estimate will be largely made on the points— Scholarship, personality, 
power in the class room, attitude toward the work. This course is open 
to Seniors. Pre-requisite: Courses 1, 6, 8, 9, 10 and 11. 

Course 13.— History of Education. (Two quarters). 

A study -of the manner in which educational ideals and practices 
have been developed, how these have arisen as responses to social or 
national needs and how schools have met these needs. Noted educators 
of the past and present are studied in relation to the movements with 
which they are connected and in relation to their influence on present 
conceptions and problems. Open to Seniors and presupposes the work 
in all departments prior to that year. Text— Monroe's A Brief Course 
in the History of Education. Assigned readings and reports. 

Course 14.— Principles of Education. (One quarter). 

Intended to focus the study and experience of the student upon the 
fundamental principles of education as derived from biology, psychology 
and sociology and to secure understanding of the points of view involved 
in educational discussions of today. Such books as Ruediger's Principles 
of Education, Henderson's Principles of Education, Riverside Educa- 
tional Monographs, will serve as a basis for the work with assigned read- 
ings and reports. Pre-requisite: Courses 1, 8, 9 10. 11, 12 and 13. 

Course 15. — Problems of the Secondary School. (One quarter). 

Relation of secondary education to elementary education. Organi- 
zation — relation of departments, electives, programs. Physical training 
— aims, kinds, method of handling. Social phases — clubs, societies, 
classes, fraternities, literary societies. Curriculum — value of subjects, 
apportionment of time, length of course. Discipline as conditioned by 
the student nature and social relationship. Emphasis will be placed 
upon the needs of the small high schools of our towns and cities and 
the general relationships of pupils, teachers, principal and superinten- 
dent. A Senior or Graduate course and may be substituted for the re- 
quired term of School Management or offered as an elective by those 
whose major purpose is teaching in the High School. The work will 
be based upon such books as DeGarmo's Principles of Secondary In- 
struction, Brown's The American High School, Hollister's High School 
Administration. Offered upon request of not less than six students. 
Pre-requisites: Courses 1, 8 and 9. 

Course 16. — Administration of Public Education. (Two quarters). 

An elective course for Superintendents and Principals or those who 
will become such and for teachers of experience who wish to under- 
stand better the conditions under which they are working. Forms of 
educational control, national, state and local; the teaching force and its 
improvement in service; the course of study and supervision of instruc- 
tion. A Senior Elective or Graduate Course. Offered in the Summer 
Sessions in alternation with Sociology. Text — Dutton and Snedden's 
Administration of Public Education in the United States. Assigned read- 
ings from many current publications and reports. Offered in Summer 
of 1912. 


Course 17. — Sociology. (One quarter). 

General principles of sociological theory and social organization, 
laws of social progress, social institutions with their applications to 
the school in its relation to the family, community, state and other 
social forces and as an institution for social and self betterment; edu- 
cation as a social process and the school in its corporate life as having 
a bearing upon the learning activity; the broader social relations of 
educational organization and the internal phases of the school as a 
social group. A Senior Elective or Graduate Course and presupposes 
maturity and ability to think and a possession of proper historical data 
as a background. Alternates in Summer session with Administration. 
Offered in Summer of 1913 and may be offered in other sessions upon 
request of not less than six students. Based upon such books as Gid- 
ding's Principles of Sociology, Cooley's Social Organization, Human 
Nature and the Social Order, King's Social Aspects of Education. Sug- 
gested Readings and reports. 

The Training School 

It is in the work of the children in the training department that 
every department of the Normal School finds its initial points of depart- 
ure. It is very largely the clearing house where the interests and activi- 
ties of the various departments may find a meeting ground in solving 
the problems of education and the development of ability to instruct. 
In its organization it consists primarily of the Kindergarten, Primary 
and Grammar grades in charge of a Director, assisted by Training 
Teachers and Supervisors. The Head of the Department of Education 
is also Director of Training, thus guaranteeing a close relation between 
the so-called theoretical and practical. The Heads of various depart- 
ments will also be brought in close contact with the problems of or- 
ganization and presentation of subject matter. 

The organization of the curriculum will receive careful considera- 
tion and the children will have the opportunity of pursuing the subjects 
usually taught in public schools with exceptional advantages in draw- 
ing, music, manual training, nature study, domestic science and physi- 
cal training. In all the work of the school the chief thing sought for 
is the self-activity of the child and the related modes of expression. 

Inherent interest rather than compulsion is sought. This does not 
mean that there is no strenuous effort or that the school encourages 
the whims of the children, but that the presence of motive of the right 
kind is worth while to the development of the child. The work of all 
phases of the school must be constructive, progressive and successful for 
the children as well as for the student teacher. 


The general aim of the Kindergarten is to help the child to feel 
his relation to the world about him. In other words, to give him a pre- 
sentiment of his right relation to nature, to man. to God. It inspires 
him with ideals for right living. It awakens him to consciousness of 
the powers within and helps him to desire to use his powers for the benefit 
of others. The Kindergarten stands for education through play, or 
education through doing. The instinct of play is the child's just and 
most persistent instinct and he can get much more mental discipline 
through learning a game in the right way than in repeating lessons in 
a routine manner, yet, until recently, educators have failed to see its 
eductaive value. 

In the Kindergarten, as in the Elementary school, the first thought 
is the child; to try to help him express himself. Through songs and 
stories to enlarge his vocabulary, to give him vicarious experiences and 
also to present to him good literature so that he will like and want the 
best. Through the stories his memory is also strenghtened and atten- 
tion developed and right emotions aroused and an outlet given for them. 

With the materials known as "Gifts" we endeavor to give the child 
clear mental images of form, color, proportion, arrangement, etc., and 
through the handwork or "Occupations" to help him to use these images 
in producing his own work, using materials that are not trying to his 
smaller muscles which are undeveloped and always helping him to ap- 
preciate work well done. In short, to develop his creative power. 

,In the morning talks the child is brought to know of other homes, 
families, work and nature. Through these we endeavor to help him to 
see the value of co-operation or the dependence of each upon all and 
thus help him to become a patriotic citizen, looking to one Creator of 
all things and to present to him ideals and lead him to aspire to the 
characteristics of these ideals. In other words, to give him good mental 

As a part of the Training School the same theoretical principles 
are equally applicable in Kindergarten and grade work. The Kinder- 
garten being situated near the edge of the town, excursions to the woods 
are especially practicable for the observing of and playing with nature. 

The school is classified in accordance with the plan of our better 
graded schools. Its equipment is being enlarged. A special juvenile 
reading room and library is provided. General meetings, lectures, 
lessons and individual conferences, are held with the student teachers 
by the Training Teaches and Supervisors. 




English and Literature Departments 


The aim of the department is to give a comprehensive view of the 
English Language and its literature. In the earlier courses, the aim 
is to give the student a practical use of English, both oral and written; 
correct forms in simple compostion; and the fundamental principles of 
connected discourse. A number of minor classics are studied with the 
hope of instilling intq the mind of the beginner a love of good literature. 
In the intermediate courses, the principal kinds of discourse, Narration, 
Description, Exposition and Argumentation are emphasized and examples 
of each are studied thoroughly in class. The pupil is also made familiar 
with the relationship existing between certain historical facts and the 
trend of literature during successive periods. In the advanced courses, 
a critical study is made of the history of literature and of the develop- 
ment of the various types of literary productions. In these courses much 
theme work is assigned to perfect the compostion of the student and to 
encourage the habit of original research. 

Secondary Courses. 

Course 1. — Grammar. (Two quarters). Text — Scott and Southworth. 
1 a — Careful study of parts of speech, punctuation, sentence struc- 
ture, paragraphing, etc. 

1 b — Grammatical analysis, compostion work, narration, descrip- 
tion, study of simple classics. 

Course 2. — 

2 a — American Classics. (One quarter). lb prerequisite. Two 
written reports in additional classics required each month. 

2 b — Composition and Literature. (One quarter). Text — Thomas 
and Howe to chapter IV. Figures of speech, kinds of literary productions, 
paragraphing and connected discourse. The following classics are read 
and studied: Coleridge's "Ancient Mariner," Tennyson's "Enoch Arden," 
Burns' "Cotter's Saturday Night," Shakespeare's "Merchant of Venice." 

Course 3. — 

3 a— Composition and Literature. (One quarter). Text— Thomas 
and Howe to chapter VII. The following classics are read and studied 
in class: Goldsmith's "Deserted Village," Gray's "Elegy," Arnold's 
"Sohrab and Rustrum," Byron's Prisoner of Chillon," Scott's "Lady of 
the Lake." 

3 b — Classics. (One quarter). Scott's "Ivanhoe," "Marmion," Eliot's 


"Silas Marner," Shakespeare's "Julius Caesar," Cooper's "Last of the 

Coarse 4. — 

4 a — History of American Literature. (One quarter). Text — Tap- 
pan's History of American Literature. Classics: Lincoln's "Gettysburg 
Speech" and other papers. Franklin's "Autobiography," Hawthorne's 
"Scarlet Letter," Poe's Poems, Emerson's Poems, Lowell's "Vision of 
Sir Launfal" and other poems, Irving's "Tales of the Traveller," Park- 
man's "Oregon Trail." 

4 b — Advanced Rhetoric — Thomas & Howe. Narration and Des- 
cription. Weekly themes will be required. No student whose gramma- 
tical usage and spelling continue poor will be allowed credit. 

The following classics will be read and studied: Addison's Sir 
Roger De Coverly Papers, Poe's Tales, Irving's "Bracebridge Hall," 
Johnson's "Rasselas," Hawthorne's "House of Seven Gables," Stevenson's 
"Treasure Island." 

Course 5. — 

5 a — History of English Literature. 

Text — Tappan's History of England's Literature. 

Classics: Milton's "Minor Poems," Shakespeare's "Macbeth," Ten- 
nyson's "Princess," Dryden's "Palamon and Arcite," Pope's "Rape of 
the Lock." 

5 b — Advanced Rhetoric. Text — Thomas and Howe. Exposition and 

Weekly themes, briefs and debates. No student whose grammatical 
usage and spelling continue poor will be allowed credit. 

Classics: Macaulay's "Essay on John Milton," Emerson's Essays, 
Bacon's Essays, Burke's "Speech on Conciliation," with the American 
Colonies," Carlyle's "Heroes and Hero Worship." 

College Courses. 

Course 0. — History of English Literature. Text — Long's History of 
English Literature. 

6 a— Anglo-Saxon Period to Puritan Age (449-1620). 

Reading of selections from Anglo-Saxon and Anglo-Norman liter- 
ature. References: Cook and Tinker "Selections and Translations." 
Brooks, Newcomer, and Manly. Classics: Chaucer, Spenser, Shakes- 
peare. Jonson. Collateral Reading. Review of Early History of England 
as found in Cheyney, Montgomery, etc. 

6 b— Puritan Age to Age of Romanticism. (1620-1800). 

Classics: Milton's "Paradise Lost," Dryden's "Absalom and Achi- 
tophel," Bunyan's "Pilgrim's Progress." Pope's Essays and Translations, 
Burke's Political Writings. Other selections from Goldsmith, Cowper, 
Burns, etc., as found in Newcomer, Manly, etc. Meaning of term Clas- 


6 c — Age of Romanticism to Modern Age. (1800- ). 

Meaning of Romanticism and how it differs from Classicism. Clas- 
sics: Selections from Woodworth and Coleridge Byron's "Child Har- 
old," Shelley's "Adonais," Tennyson's "Idylls of the King," Brown- 
ing's Selections, Macaulay's "Hastings," other selections from Scott, 
Keats, Ruskin, Arnold, etc., as found in Manly, and in Newcomer. 

Course 7. — History of English Language. (One quarter). 

Text — Lounsbury. References — Meiklejohn, Emerson, Crawshaw. 
Careful study of the history and development of our language from early 
time to the present. Critical study of Chaucer and Spencer. 

Course 8. — The Drama. (One quarter). Course 6 prerequisite, 

Recitations, Lectures and Discussions on the principles of the 
drama. Text — Woodbridge — "The Drama, Its Law and Its Technique." 
Careful study of the rise and the development of the English Drama. 
Main emphasis placed on Shakespeare's work. In Class: "Comedy of 
Errors," "Richard III," "Henry IV," "Macbeth," "King Lear," "The 
Tempest," "Merchant of Venice," "Hamlet." 

Outside reading — Themes on assigned subjects. 

References — Matthew's "A Study of the Drama " Dowden's Intro- 
duction to Shakespeare, Ten Brink Lectures, Lee's "Life of Shakes- 
peare," Brooke's "The Tudor Drama." 

Course 9. — The Novel. (Two quarters). Course 6 prerequisite. 

A detailed study of the origin and development of the English novel 
from the earliest time to the present day. 

Base book — Cross, "The Developmfnt of English Novel." 
References — Burton . Peery, Raleigh, etc. 

1st quarter — Malory to Dickens. Ten book reviews required. 
2nd quarter — Dickens to Kipling. Ten book reviews required. 

Course 10. — Tennyson and Browning. (One quarter). Course 6 pre- 

. . Browning — Early poems. This includes much of his most character- 
istic and suggestive work. 

Tennyson — Significant works of author: Minor poems, "Maud," 

"Idylls of King," and "In Memoriam." 

Course 11. — Composition. (One quarter). (Juniors and Seniors). 

All students whose work is lacking in form or accuracy are re- 
quired to take this course before a grade will be given in the advanced 
literature course. 

Course 12. — Teachers Grammar. 

The subject matter is reviewed in order to present and discuss the 
methods of teaching the same. 


Schwill's Political History of Modern Europe is used as a text. 
Much reference is done in the Periods of European History and the 
Cambridge Modern History. The development of the countries of Europe 
is traced from their beginning to the present time and a special study 
is made of the Reformation, The French Revolution and the Formation 
of the German Empire. A special study of the Governments of these 
countries is also made. For this, Wilson's "The State," is used. 

2.— Phases of English History. 

(a) First quarter — English Colonial History. 

Especial stress is laid on the American Colonies and the fact that 
our Colonial history is but a phase of English history is shown. The 
South African and Australasian Colonies together with India are studied. 

(b) Second quarter — English Government. 

A study of the Central Government will be made emphasizing each 
department — The Crown, House of Lords, House of Commons and the 
Cabinet. The existing political parties will be studied. The text will 
be the first volume of Lowells' The Government of England. 

(c) Third quarter — Industrial History of England. 

In this quarter the growth of the Nation will be first studied; then, 
Rural life and organization; Town life and organization; Mediaeval 
trade and commerce; The Black Death and the Peasants Rebellion; The 
breaking up of the mediaeval system; the industrial revolution and 
other topics. 

Cheyney's Industrial History of England will be used as a text. 

3 — Nineteenth Century History. 

A brief survey of the French Revolution is first given. Then the 
settlement by the Congress of Vienna is thoroughly studied. The Course 
of the Revolution of 1814 in the principal countries of Europe, is fol- 
lowed. The Unification of Germany and Italy is studied in detail. Social 
and Economic conditions are studied, and the history of each country 
is brought down to 1912. The text is, Hazens' Europe since 1815. The 
principal reference books are, Seignobos' Political History of Europe 
since 1814; Andrews' The Development of Modern Europe; Fyffes' His- 
tory of Modern Europe and Cambridge Modern History. 

4. — Modern European History. 

First quarter — The first quarter's work will cover the period from 
the Reign of Louis XIX, to the close of the French Revolution. The 
text is Robinson and Beard's The Development of Modern Europe. Vol. 
1, and Readings in Modern European History, Vol. 1 

The second quarter will consist of a study of the History of Europe 
since 1815. 

The text is. The Development of Modern Europe, Vol. 2, by Robinson 
and Beard, and their Readings, Vol. 2. 



The rapidly growing importance of Economics and its vital con- 
nection with everyday life combine to make it highly desirable for all 
wide awake people to understand something of this science and to grasp 
clearly its fundamental characteristics. Economics arises from the study 
of wealth and investigates the problem of welfare. Of course welfare 
from the standpoint of material well-being is not possible without wealth. 
Therefore in order to understand the objective basis of economics we 
must have a clear conception of wealth. 

First Quarter. — 

We will study (1) the ideals neccessary to obtain the goal of wel- 
fare; (2) The means of promoting welfare through the consumption, 
production, exchange, and distribution of wealth; (3) The various effects 
of men individually and collectively, to realize the .economic ideal and 
to attain the goal for which they are striving. 

Second Quarter. — 

The Tariff in the United States. 

This will consist of the study of the principles underlying our tariff 
system, and a brief survey of our industrial history. Then the cotton, 
woolen and iron manufactures will be studied. A detailed study of our 
tariff legislation, from 1790 to 1909, will be made. Tanssig's, The Tariff 
History of the United States is the text used. 

Third Quarter.— 

The Trusts. 

The topics here studied are; (1) Competition; (2) The waste of com- 
petition; (3) Favors to industrial combinations; (4) Combinations and 
monopoly; (5) The basis of capitalization; (6) Methods of organization 
and management; (7) Prices. 

Jenk's The Trust Problem will be used as a text. 


Two quarters will be devoted to Geography and in the second quar- 
ter special emphasis will be laid upon methods of teaching the subject. 
The aim will be to give a clear and comprehensive view of the earth as 
the home of man. Constant use will be made of all helps, such as 
modeling, map-drawing, pictures, etc., to vitalize the subject and bring 
the pupil into vivid contact with the earth as the theater of man's 

Commercial and Industrial Geography will receive liberal attention. 
The relation of nations and their interdependence industrially and com- 
mercially will be made prominent in the consideration of this subject. 

Tarr and McMurray will be used as a text, supplemented by stand- 
ard authors and library reference work. 


History and Economics 

(JNO. A. LESH). 

History as ordinarily taught, has little cultural value because the 
memory alone is used. Those having good memories, although notably 
deficient in reasoning power, become the most brilliant pupils. Even 
though the facts themselves have an intrinsic value thus stored in the 
memory, because they can be occasionally used as intellectual units, 
their higher value as co-ordinating concepts with the great body of truth 
is lost to such minds as have not had their perceptive and thought facul- 
ties properly desciplined. All aimless teaching is poor teaching. We have 
known teachers to aim at "nothing" and hit it with marvelous accuracy. 
We aim to make the study of history follow the natural development of 
civilization, and lay emphasis on cause and effect, on man in his re- 
lation to his environment, and on the manner in which he has reacted 
against it. We strive to use the proven principles of Sociology as a 
basis for this philosophical method and show the gradual evolution of 
the various institutions which make the many epochs in the growth of 
civilization from the dark days of barbarism. Finally the student finds 
present day institutions touching his life at every point. We aim to 
show him how the institutions came to be. 

Secondary Courses. 

1. Ancient History. 

(a) First quarter — The first four weeks are given to a study of the 
Ancient Oriental nations — Egypt, Babylonia, Assyria, Medo-Persia. Em- 
phasis is laid on the development of organized governments, customs of 
life and manners, arts and industries. Stress is also laid on the recent 
discoveries of archaeologists in their field.. 

The remaining eight weeks are spent on a study of the History of 
Greece. This will be divided into five periods. (1) — The beginning of 
the Greeks, the prehistoric age, extending from some time in the re- 
mote past, which has not been even approximately determined to about 
700 B. C. (2) — The awakening of the Greek mind and the growth of 
national unity. 700-479 B. C. (3) — The most vigorous intellectual and 
political activity of the Greeks, 479-404 B. C. (4)— The decline of the 
city-state, 404-388 B. C. (5) — Alexander's Empire and the spread of 
Hellenic civilization over the world, 338-146 B. C. 

(b). Second quarter — Roman History. 

Very little attention Is riven to the Legendary history of Rome as 
modern scholarship has discarded much of it. Great stress is laid on 
the Roman constitution and its development is carefully traced step 
by step through the successive stages of Roman history. The student 
is then made to see how largely Roman law has contributed to the laws 
of all modern nations. Emphasis is also laid on the history of Rome 
during the Empire because it is imperial Rome that has had everything 
to do by precept and example with modern life. Text — West's Ancient 


World. The library contains the standard Histories on Greece and Rome 
and constant reference is made to them. 
2— Mediaeial and Modern History. 

(a) First quarter — Mediaeval History. 

A careful survey is made of the Roman Empire before the Barbarian 
invasion. Then the invasion and movements of these German tribes are 
followed and their conversion to Christianity and gradual civilization are 
studied. Two institutions, the church and feudalism, are made to stand 
out in bold relief and the student is made to feel the worth of a study 
of them. The work of the quarter is closed ty a study of the Renais- 
sance and great geographical discoveries of the fifteenth and sixteenth 

(b) Second quarter — Modern History. 

In studying Modern History the work is divided into five periods. 
(I) The Reformation 1500-1648: (II), The Absolute Monarchy, 164S- 
1789: (III), The French Revolution 1789-1815, and (IV) Democracy 1815- 
1912. Especial stress is laid on the Reformation and the French Revo- 
lution. Texts — Robinson's History of Western Europe, Readings in 
Ecopean History and Trenholms' Syllabus for the History of Western 
Europe. Constant reference is made to the Periods of European History 
and the Cambridge Modern History. 

R~ English History. (Two quarters). 

In English History the student is led to focus his thought on the 
great movements by which Ancient England has become Modern Eng- 
land, and on the forces which have given rise to these movements. 
Emphasis is given to (1) the fusing of the several races into the Eng- 
lish people; (2) the successful working out by that people of two great 
problems of Governments — that of self government under free demo- 
cratic forms, and that of the government of remote dependencies; the ex- 
ploitation of two great fields of industry, manufacturing and commerce; 
(4) the effect of race tendencies in promoting social intellectual progress. 
The first quarter will carry the subject to the reign of Elizabeth, the 
second quarter will complete the work. 

Text — Cheyney's "A Short History of England," Cheyney's "Read- 
ings in English History," and Trenholms' "An Outline of English His- 


1. — European History. 

This subject is carried through three terms. The first half of the 
year is devoted to Mediaeval History and Emberton's Mediaeval Europe 
is used as a text. Constant reference is made to Adams' Civilization in 
the Middle Ages, and Bryces' Holy Roman Empire. The two great do- 
minant ideas of the middle ages were a World Church and a World Em- 
pire. This the student is led to understand, and is shown how these 
moulded literature, art and society to their own ends. The second half 
of the year is given to Modern History. 




The minimum requirements for the Common School Certificate are 
two quarters of Arithmetic and three quarters of Algebra. 

The minimum requirements for the Elementary Certificate are three 
quarters of arithmetic, four quarters of Algebra, and two quarters of 
Plane Geometry. 

For the Life Dinloma Solid Geometry is required in addition to 
the requirements for the Elementary Certificate, but it does not count 
against the 24 term credits of college rank that are required for the 
Life Diploira. 

Secondary School (High School) Courses. 

1. — Arithmetic. (Two quarters). Text — Hamilton. 

1 a — This quarter of work will be an advanced discussion of the 
main topics of the subject in order to give abundant drill in the analysis 
and solution of problems. 

1 b — A careful review of the subject matter with the view of fixing 
principles; and also for giving methods of presenting the work. 

2. — Algebra. (Four quarters). Text — Hawkes Luby-Touton. 

2 a — Fundamental operations and factoring. 
2 b — Fractions and linear equations. 

2 c — Roots, radicals, beginning quadratics. 

2 d — (Advanced Algebra). A thorough study of quadratics, frac- 
tional exponents, ratio, progressions, logarithms, etc. 

3. — Plane Geometry. (Two quarters). Text — Bush & Clarke. 

3 a — This course covers books I and II of plane geometry. 

3 b — This course covers books III, IV and V of plane geometry. 

4. — Solid Geometry. (One quarter). 

The complete work is discussed in this course. 

5. — Teachers Arithmetic. (One quarter). Text — Lyman. 

This course is especially arranged to consider the subject from the 
standpoint of the teacher. The fundamental laws of number are care- 
fully considered with reference to their control of the processes used 
with number symbols in all kinds of problems. Forms in written 
arithmetic, or the technique of arithmetic, will have due consideration. 
Laboratory work, the making of objects to aid in the study of number, 
is one feature of the course. 

College Courses. 

6. — College Algebra. Two quarters). 

6 a — This course will include such topics as, the quadratic equa- 
tion, imaginaries, theory of exponents, indeterminate forms, proportion, 
progressions, binomial theorem, logarithms. 



6 b — Permutations and combinations, series, determinatons, solution 
of higher equations. 

Graphical solutions are given attention in Course Six. 
7. — Trigonometry. (Two quarters). Text — Granville. 

7 a — Plane Trigonometry. 

Functions and their relations to each other, solution of triangles, 
solution of trigonometric equations, and practical work in the field 
with instruments. 

7 b — Spherical Trigonometry. 

Development of the formulas, solution of spherical triangles, and 
the solution of some of the simpler problems in astronomy. 

8. — Analytics. (Two quarters). Offered when the demand is suf- 
ficient. Text— Smith & Gale. 

This course includes the study of the straight line, circle, parabola, 
ellipse, hyperbola, and the elements of Solid Analytics. 

9. — Calculus. (Two quarters). Offered when the demand is suffi- 
cient. Text — Granville. 

This course aims to give a thorough understanding of the funda- 
mental principles of differential and integral calculus with the applica- 
tion of the same to the solution of practical problems. 

10. — Teachers High School Mathematics. (One quarter). Offered 
the summer quarter. 

This course is designed for those who expect to teach mathematics 
in a high school. The subject matter and methods of presenting the 
same, of Algebra, Geometry, and Trigonometry will be discussed 

All the college courses in mathematics are elective but any one pre- 
paring to teach mathematics in high school should take at least seven 
quarters of the work. 



Department of American History and Civics 

(T. H. COOK). 

Secondary School Courses. 

There is no subject better suited to instill into the mind of the 
youth of our land a high regard for this great social fabric of ours than 
is the subject of History. An appreciation of the present is gained by 
a careful study of the past. At first he sees dimly the march of ages, 
and the continuity of historic times, but by judicious planting of ideas 
on the part of the teacher and patient waiting for the seeds to grow 
into after fruit, the pupil catches a glimpse of the way in which age 
is bound to age and thus through skillful guidance the pupil is led to 
see more clearly the great unity of man's history, bound together not 
only in time but in cause and effect. 

The student will come to have a more scientific conception of His- 
tory when he learns that a particular fact or event is important as it 
bears upon a more general movement, and that such movement is im- 
portant as it relates to the general development of the national life and 
character. Therefore, the effort in these courses will be to bring out 
the things which have really been significant and vital in the develop- 
ment of our people. Personalities and events, however striking in them- 
selves, which have not had a clear and definite effect in the movement 
of our country will be omitted. 

The following courses are offered: 

Course 1. — U. S. History. (Two quarters). Text — James and San- 

This course is offered for those entering the work for the Common 
School Certificate and for teachers wishing a review of the subject. In 
connection with the history of the different periods, short biographical 
sketches from the lives of great men of the period will be used. Special 
attention will be given to the development of historical movements and 
to a study of the institutional life of the Country and the causes and 
effects involved. Emphasis will be placed upon the method of present- 
ing the subject. 

1 a — From the Discovery of America to the Second War for Inde- 

1 b — From Second War for Independence to 1912. 

Course 2. — Civics. (Two quarters). Text — Ashley's American Gov- 

This course will include a study of the government of the United 
States and a comparison with that of European Nations. The origin, 
nature, theory and necessity of government; the various forms of local 
government found in our country and their origin and development; 
the origin of the Federal Union and the forms governing it under the 


Continental Congress, the Confederation and the Constitution, the origin 
and development of the various parts of our government, and the political 
parties and their characteristic policies, are among the topics to be dis- 
cussed. Attention will be given to the method of teaching the subject 
and its relation to the work in history. 
2 a — The State and Local Government. 

2 b — The National Government. 

College Courses. 

Course 4. — Industrial History of the United States. (One quarter). 
Text — Coman's Industrial History. 

It is now conceded that a study of Industrial and Economic History 
affords an opportunity for correlating and unifying other school work, 
that it enlists the interests of the family at home, that it establishes a 
more appreciative and sympathetic understanding of our complex modern 
life, that it leads to a more intelligent choice of a life work, that it 
prepares a pupil for a more intelligent and effective participation in 
the duties of citizenship. For these and many other reasons we offer 
a course in Industrial History. 

Course 3. — Advanced American History. (Junior and Senior years). 
(Two quarters). Text — McLaughlin's History of the American Nation. 

The department of American History seeks not only to give the 
student a thorough knowledge of the history of his own land but to give 
an idea of the causes and effects of certain movements of American His- 
tory and to develop a strong sense of patriotism. 

This course is primarily open to those doing Junior and Senior work. 
It pre-supposes a course in English History. The work will be done 
by class discussions of leading phases of American History and by 
special reports by individuals of the class. These reports will be taken 
up and discussed and criticised in class. The course will extend through 
two quarters, Fall and Winter. Five hours per week will be given. 
This course includes much library work. 

3 a — From the Discovery of America to the War of 1812. 
3 b— From the War of 1812 to the Present Time. 

Course 5. — American Constitutional History. 

The aim of this course is a study of the Federal Constitution, its 
evolution and its application. 

A study of the charters of trading companies, the colonial charters, 
the first state constitution, the Declaration of Independence, the Ordi- 
nances of 1784 and 1787, and the Articles of Confederation will be made, 
and those features of the Constitution derived from them will be point- 
ed out. 

The history of the organization, and work of the federal convention 






will then be studied, as well as its adoption by the several state legis- 

Finally such topics as the first twelve amendments, Slavery and its 
consequences; the Civil War Amendments, Our Colonial System, and 
Interstate Commerce, Trusts and Monopolies will be discussed. 

Department of Agriculture and Biology 



To meet the requirements for effective teaching of Agriculture this 
department offers unusual opportunities. A farm and campus compris- 
ing 140 acres, equipped with modern farm machinery, spacious labora- 
tories, equipped with projecting lantern, compound miscroscopes, milk 
testers, cream separator, incubators, and farm machinery for use in 
demonstrations, furnish ample room for laboratory and field work. 

The soil experiment field, described elsewhere in this catalogue by 
Prof. C. B. Hutchison, is a unique feature in Normal School work com- 
bining the state experiment work with the usual Agriculture Course for 
rural teachers. Five minutes walk brings the students to any part of 
the experimental grounds, where they are able to see and compare: 
corn that is grown on twenty acres of ground divided into 136 fields 
or plots illustrating methods of preparing the seed bed, soil treatments, 
variety tests, and corn breeding by the ear to row methods; eleven acres 
of wheat divided into fourteen different fields showing soil treatments, 
wheat breeding and testing out productive varieties for this locality; 
eleven quarter acre plots showing the effects of the different commercial 
fertilizers on oats; methods of planting cow peas, soy beans, alfalfa and 
other farm crops. 

There is a number of pure bred stock farms in the near vicinity, 
furnishing unequalled advantages in stock judging and live stock breed- 
ing, easily accessible to the students. The animals on these farms are 
of such a high class that stock judging teams of the leading agricultural 
colleges visit them for the purpose of scoring the stock before entering 
the International Contest of the Stock Show at Chicago. 

To make the Stock Judging and the Farm Management even more 
effective it is planned, when appropriations will admit, to erect such 
buildings on the farm as are necessary to take care of the stock and 
grain raised on the farm, to purchase such stock as is necessary to 
illustrate the subjects of feeds and feeding and stock judging. 


This science dealing with all animals and plants is the foundation 
upon which agriculture is built and is the basis of every subject per- 









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taining to the activities of the child's life. A knowledge of the princi- 
ples of biology is essential to the best work in the Educational courses. 
Owing to the introduction of agriculture the public schools seem to be 
neglecting this fundamental subject. Every student who expects to 
teach Agriculture or Nature Study in the grades or rural schools should 
have a working knowledge of this science. 

The Laboratories are fitted up with compound microscopes, a pro- 
jecting lantern, microscopic slides and all the necessary equipment for 
effective work. A greenhouse is being planned to enable better work 
to be done during the winter in both Biology and Agriculture. 


Course 1. — General Agriculture. 

This course is planned to meet the demands for Agriculture in the 
grades. Aside from the usual text work and laboratory exercises con- 
siderable stress will be placed on the teaching of the subject in the 
grade school where the teacher has a limited amount of time and meager 
laboratory equipment. 

1 a — This quarter embraces a study of the principles of heredity, 
plant propagation by spores, root-stocks, seeds, grafting, budding, etc.; 
also a study of plant food, of timber and types of important farm crops, 
such as corn, wheat, oats, cotton, and grasses, and a study of weeds 
and insects. 

1 b — (Pre-requisite Course 1 a or work in Biology). 

In this quarter, are studied, soils, soil water, soil air, soil fertility 
by crop rotation, manure, and fertilizers. A limited amount of time will 
be given to the breeds of horses, sheep, cattle, swine, and poultry, sys- 
tems of cropping, balanced rations and farm management. 

The laboratory work consists of laboratory experiments, field work, 
stock judging, grain scoring, soil work, milk testing and many others 
of interest to the teacher and farmer. Emphasis will be placed on the 
simpler experiments for grade school work. The course is based upon 
"Elements of Agriculture" by Warren and supplemented with library 

Course 2. — General Biology. 

1 a — The work of this term takes up the study of typical animals, 
their life histories and habits. Special stress is placed upon the in- 
jurious insects of this locality. Text book in General Zoology by Lin- 
ville and Kelley is used for the basis of this work. 

1 b — In this term typical plants are studied, plant structures, physi- 
ology and echology including an extended study of seed plants. 

Course 3. — Physiology and Hygiene. 

This work covers one quarter's work and should be preceded by the 
work in Zoology. Hygiene and Physiology of the body, its systems and 







organs are studied. Effect of sleep, body posture, eye and ear-strain 
are considered. Diseases of school children due to imperfect ventila- 
tion and sanitation are special features of the work. Laboratory work 
and experiments accompany the work of the text. 

College Courses. 

Course 4. — College Agriculture. 

Owning to the demand for teachers in the high schools having a more 
technical knowledge of agriculture than is afforded by Course 1 and to 
the demand of farm boys for a more thorough course in the principles 
of grain judging, stock judging, and feeds and feeding, a year's work of 
college rank has been planned. The experiment field affords excellent 
opportunities for observing the results of various crop and soil experi- 

4 a — This course continues through one quarter and takes up the 
production, examining and grading of wheat, corn, oats, barley and the 
grasses. In the laboratory work an examination is made of the structure, 
character, and composition of the various grains. 

This course is based upon, "The Cereals in America," by Hunt, and 
a laboratory text, "The Examining and Grading of Grains" by Lyon and 

4 b — In the second quarter the history, development and judging 
of the various breeds of horses, beef cattle, dairy cattle, sheep, bacon 
hogs, and lard hogs are studied. The score cards are used in judging 
as the student needs to have well in mind the points of the score card 
even for judging by comparison. The text used is "Judging Live Stock" 
by Craig. 

4 c — This course takes up the care and value of the various feeds 
such as corn, oats, silage, corn fodder, corn stover, etc. Balanced rations 
and the balancing of rations fill an important place in this quarter's 
work. This is principally a lecture course, "Feeds and Feeding," by 
Henry, being the text used for references. 

Course 5. — Advanced Biology. 

This course is designed especially for teachers and takes up a de- 
tailed study of plants and animals during the year. Laboratory and 
field work is required throughout the course. 

Winter Lecture Course. 

During one week in February a lecture and demonstration course 
will be offered to the students and especially to the farmers of North- 
west Missouri. Speakers from the College of Agriculture will be se- 
cured and the subjects presented will be of vital importance to the farm- 
ing community. 



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Conducted in co-operation with the Northwest Missouri Normal School. 
(C. B. HUTCHISON, Columbia Mo., Director) ; 
(J. E. CAMERON, Superintendent); 
(R. H. DUNCAN, Foreman). 

The College of Agriculture and the Experiment Station of the Uni. 
versity of Missouri are making a systematic study of the soils of Mis- 
souri to determine the best methods of handling the soil in the various 
■sections of the State for the greatest profit. These investigations entail 
•a systematic survey in which it is planned to map in detail all of the 
different soils in each county. At the present time the principal soil 
-areas of the State have been defined and 20 counties have been surveyed 
in detail. In this soil survey, samples of soil are taken from each type 
•and analyzed in the laboratories of the Station to determine the relative 
amounts of each of the elements of plant food present. This survey is 
being followed with experiment fields on which the different elements 
■of plant foods are applied to the soil in the forms of commercial fer- 
tilizers, barnyard manure, lime and green manuring crops, and the in- 
•crease in the crops is thereby determined that each of these elements 
:gives. An accurate record of the cost of these treatments is kept and the 
net profit of each determined. In this way, the Experiment Station is able 
to ascertain what elements of plant food, are deficient in each of these 
soil types, and is able to devise the most profitable means of maintain- 
ing the fertility of the soil as well as to determine what treatments will 
give the greatest immediate returns. 

Plan of Treatment of Maryville Field. 

The greater portion of the up-land soils of Nodaway county and 
-of several other counties of Northwest Missouri is of the same gen- 
eral type and the formations very similar. This soil type is being studied 
on the experiment field that has been located near the Normal Campus. 

The main field is divided in four series of ten plots each and a~ 
rotation of corn, oats, wheat and clover is used. One of these series is 
■devoted each year to one of these crops. The series are rotated so that 
the same crop does not appear on the same ground two years in succes- 
sion. For example: Series A is planted in corn in 1911, oats in 1912, 
wheat in 1913, and clover in 1914. The various plots in each of these 
series receive different soil treatments. Two of them are left as checks 
and are given no soil treatment, while the other eight are treated in 
various ways. The same crop is grown on all of the plots of one series. 
in any given year, and are harvested and weighed on each plot separately 
and in this way the effect of the various treatments may be determined 
and the increase from each of the treatments noted. 

The first plot in each series receives the legume treatment. Some 
leguminous crop is grown, as a catch crop to be turned under to add 
nitrogen and humus to the soil. Cowpeas are usually sown in the corji 







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at the last cultivation or planted with the corn for this treatment. In 
favorable seasons cowpeas may be sown after oats and turned under 
for a green manuring crop, before seeding the wheat in the fall. 

The second plot receives the same legume treatment as the first, 
and in addition an application of phosphorus in the form of steamed 
bone meal. 150 pounds of bone meal is applied per acre with the corn 
and with the wheat, making an application of 300 pounds per acre in 
each round of rotation. 

The third plot receives no soil treatment being left as a check ta 
determine what increase the other treatments give. 

The fourth plot receives the legume treatment and phosphorus to- 
gether with an application of potassium. Potassium is applied in the 
form of potassium chloride or muriate of potash as it is called on the 
market. The potash is applied at the rate of 50 pounds per acre before 
corn and 50 pounds before wheat, making an application of 100 pounds 
per acre in each round of the rotation. 

The fifth plot receives the legume, phosphorus, potassium treatments 
and in addition lime. Lime is applied in the form of ground lime stone 
at the rate of two tons per acre, once in eight years, or once in every 
two rounds of the rotation. 

The sixth plot receives the legume treatment and rock phosphate at 
the rate of 800 pounds per acr.e. The rock phosphate is plowed under 
before corn in each round of the rotation. 

Plot number seven receives no treatment and with number three 
is used as a check. 

Plot number eight receives rock phosphate only at the rate of 800 
pounds per acre being plowed under before corn. 

To the ninth plot is applied barnyard manure at the rate of eight 
tons per acre and plowed under before corn. 

Number ten receives the same application of manure as number nine 
and in addition 800 pounds of rock phosphate per acre. 

The plots of each series are plowed, harrowed and cultivated alike 
in every respect and the crops grown and harvested separately from 
each other and the yields determined. By comparing the yields of each 
treated plot with one another and with the two that received no treat- 
ment the increase or decrease in yield due to the various treatments 
can be determined. 

It is planned to conduct these experiments for a series of years and 
to study the effect of these treatments in different seasons. The results 
of the experiments will be published in bulletin form by the College of 
Agriculture and distributed by the Northwest Normal School among the- 
farmers of Northwest Missouri. ~ The results of these investigations will]/ 
enable the station to give accurate information as to the best methods/ 
of handling the soils of this locality. ' 

It is also planned to conduct a number of experiments with farm 
crops. Alfalfa is being grown to determine what soil treatments will 
give the best results with this crop. Soy beans, vetch, rape, Canada field 
peas and other crops are being tried to determine their adaptability ta 



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this locality and soil type.! It is also planned to conduct variety tests 
of corn, oats, wheat and other farm crops to find out what varieties are 
best adapted to this locality. I 

These experiment plots are located on the campus of the Normal 
School and on a farm located directly north of the Normal building. 
Visitors are always welcome and any information desired in reference 
to this work may be secured by writing to the Northwest Normal School 
or the Experiment Station at Columbia. 

Physical Science 



The last decade has brought about a wonderful change in the meth- 
ods of teaching the subject of Physical Geography. It is no longer con- 
sidered sufficient to teach merely the text, nor is it considered advisable 
to emphasize the astronomical phase of the subject in presenting it t( 
the average class. The stress should be placed upon the relation ex- 
isting between the various phenomena and our modern civilization, 
and the laboratory work should be adapted to make this relation real 
to the pupil. In fact no teacher should expect to have his course in 
Physical Geography approved unless he includes a considerable amount 
of the laboratory work. 

Five double periods per week for a period of two quarters are re- 
quired for the completion of the work in this subject. The course will 
consist of lecture and demonstration, recitation, and laboratory work, 
and in addition field trips will be arranged at convenient times. The 
course will be enriched by lantern slides, globes, maps, topographical 
sheets, geological folios, meteorological, chemical, and physical appar- 
atus, as well as by a good reference library. The course will be suffi- 
ciently thorough to enable those who successfully complete the subject 
to become teachers of it. 

Tarr's "New Physical Geography" has been selected as the text, and 
in the laboratory work the class will use "Laboratory Lessons" by 
Everly, Blount, and Walton, and in addition considerable use will b( 
made of typewritten laboratory instructions. Various publications of the 
U. S. Geological Survey, and of the Weather Bureau will supplement 
the text and manual. Aside from this numerous references will be made 
to such authors as Gilbert and Brigham, Fairbanks, Dryer, Davis, Cham- 
berlain, Waldo, etc. 

1 a — (One quarter). Aside from completing the first half of th< 
text, the class will take up a special course in the study and the iden- 
tification of various kinds of rocks and minerals. The students will 
individually be required to write one or more papers on topics germam 




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to the subject. 

1 b — (One quarter). The last half of the text will be completed, 
and in addition the class will make a careful study of the Weather 
Bureau methods and results. During this part of the work each pupil 
will keep, by means of suitable instruments, a record of the weather, 
and systematically forecast weather. 


Inasmuch as Physics deals with so many of the problems arising 
in everyday life, it has very properly become one of the most popular, 
as well as one of the most widely taught of all the sciences. For this 
reason everyone who aspires to become a successful teacher should 
possess a knowledge of at least some of the fundamental principles of 
the science. The teacher who can explain the principles underlying 
the working of the telephone, gasoline engine, electric door bell, dynamo, 
etc., will be able to win the lasting respect of the universally inquisitive 
boy. Those who expect to teach the subject in a high school will, of 
course, need to take a rather thorough course. To meet the demand of 
both those who desire only a general knowledge of the subject, and those 
who want to make a thorough study of it, two courses have been ar- 

Course 1 is an elementary course very similar in scope to the 
course given in a first class high school fully equipped with apparatus. 
Five double periods per week, for a period of two quarters are required, 
for the completion of the work in this course. At least two double per- 
iods per week will be devoted exclusively to the laboratory phase of 
the work. Credit for this course is given on the Regents Certificate, 
and those taking and completing the work in the summer quarter are al- 
lowed approved grades in the subject by the State Department. As a 
preparation for this course the student should possess a thorough un- 
derstanding of algebra, and should have had, or be taking, a course in 
plane geometry- 

As a text the class will use "A First Course in Physics," by Millikan 
and Gale, and a manual by the same authors, supplemented by type- 
written instructions, will be used in the laboratory work. The course 
will be enriched by frequent use of the projection lantern with suitable 
3lides. Considerable library work will supplement the regular class 

Course 1. — 

1 a — Mechanics and Heat. (One quarter). The first 226 pages of 
the text will be covered, and an extended study of the practical applica- 
tions of the principles learned will make this part of the course un- 
usually interesting. 

1 D — Electricity, Sound, and Light. (One quarter). The remaining 
part of the text will be covered, and especial attention will be paid to 


the many uses of the electro-magnet, and to the dynamo. Although not 
advisable, in exceptional cases a student may be allowed to take this 
part of the course before having taken part a. 

Part a of this course will be offered in the Fall, Spring, and Summer 
quarters, while part b will be offered in the Winter and Summer quarters. 

Course 2 in Physics is adapted to the needs of those who want a 
college grade of work in the subject and as a rule should be elected 
by only those who rank as juniors, seniors, or post graduates in this in- 
stitution. Those who undertake this course should have had, or be tak- 
ing a course in trigonometry. However, in cases of special nature suf- 
ficient outside instruction will be given in the fundamental principles 
of trigonometry to enable the student to gain a working knowledge of 
the subject. 

The work will consist of recitation, lecture, demonstration, labora- 
tory and library work. As a text the class will follow "College Physics," 
by Kimball, and in the laboratory work various manuals will be used, 
but a considerable part of the work will be outlined by typewritten lab- 
oratory instructions. The course will be strengthened by the use of 
the projection lantern, and considerable library and theme work will 
be required. Especial attention will be paid to the practical side of the 
subject, and some instruction as to the equipment and the care of the 
laboratory will be included. This should make the course of considerable 
value to prospective high school teachers; and it should be remarked 
that we have never been able to fill all the calls made upon us for teach- 
ers of Physics. 

Course 2. — 

2 a — (One quarter). Introduction, Mechanics, Liquids and Solids, 
Properties of Matter and Its Internal Forces, and Wave Motion and 

2 b — (One quarter). Magnetism, Electrostatics, Electric Currents, 
and Radioactivity. 

2 c — (One quarter). Heat, and Light. 

Special Courses. 

Courses in advanced text, laboratory, or reading work may be ar- 
ranged according to the demand and the equipment. 


Modern civilization is greatly indebted to the large number of dis- 
coveries in the realm of chemistry that have revolutionized many meth- 
ods of manufacture. In fact the industrial chemist plays no small part 
in the world of today. Modern metallurgy, as well as the great trend 
towards food analysis, has rendered chemistry one of the most practical 
of sciences. Every teacher would be greatly benefited by a knowledge 
of at least the fundamental principles of the subject, and those who 
expect to become science teachers or who are doing work in domestic 


science will find a thorough knowledge of the subject almost indispensa- 
ble. To meet the varying demands for work in this science the following 
courses have been arranged: 

Course 1 is of secondary rank, and is intended for those who are 
working for the Regents Certificate, or who in the summer term desire 
to make an approved grade in the subject. The scope of the course is 
similar to that offered in a first class, well equipped high school. Five 
double periods per week, for a period of two quarters will be required 
for the completion of the work in this course. The work will consist 
of recitation, demonstration, lecture, laboratory, and library work. Fre- 
quent use of the projection lantern with a large variety of slides will 
enrich the course. Especial attention will be paid to those chemical 
processes which are of importance in commercial life. The class will 
make use of the text, and also the manual by Brownlee, and others. 

Course 1. — 

1 a — (One quarter). This part of the work will be devoted to 
grounding the pupil in the fundamental methods of observation and 
manipulation, and will introduce him to the different basic principles. 
The course will include a study of gases and their measurement, oxygen, 
hydrogen, water, solutions, combining weights, atoms and molecules,, 
chlorine and hydrochloric acid, molecular composition, atomic and mo- 
lecular weights, symbols and formulas, chemical equations, sodium po- 
tassium, sulphur, nitrogen and its compounds. 

1 b — (One quarter). The work of this quarter will include the re- 
maining part of the text, and will treat the following topics: the halogens, 
carbon, silicon, boron, calcium, magnesium, zinc, mercury, copper, silver, 
gold, platinum, aluminum, iron, cobalt, nickel, tin, lead, manganese,, 
chromium, the Periodic Law, and compounds of carbon. 

Course 2 is designed for those who need a more thorough course 
than that outlined above. The work will be of college rank, and may 
be taken by those working for the Life Diploma, or by those doing work 
in Domestic Science. The course will emphasize the practical, rather 
than the theoretical phase of the subject. For this reason the text chosen 
is not of the usual type of the college chemistry, but rather it is an 
elementary text which presents the fundamentals of the science in a 
simple and direct way, emphasizing the practical side, and brief enough 
to allow time for the introduction of special features. The text and 
manual by Brownlee and others will be used as a guide, but the texts 
by Smith and by Kahlenberg, will be used for part of the work. Besides 
the regular work each member of the class will be required to write 
at least one thesis each quarter, bearing on some topic in close relation 
to the subject. The course will consist of recitation, lecture, laboratory, 
and library work, and frequent use will be made of the projection lan- 
tern. The laboratory is equipped with a number of slides illustrating- 
the modern chemical processes employed in various manufacturing 
plants. A considerable number of the experiments will be outlined by 


typewritten instructions. Five double periods, for a period of three 
quarters will be required for the completion of the work in this course. 

Course 2. — 

2 a — (One quarter). In the beginning of this course an intensive 
study will be made of some of the basic principles sc- necessary to the 
understanding of the science. Among the topics covered will be the 
following: gases and their measurement, oxygen, hydrogen, water, so- 
lution, combining weights, atoms and molecules, chlorine, hydrochloric 
acid, molecular composition, atomic and molecular weights, symbols and 4 
formulas, chemical equations, potassium, and sodium. 

2 b — (One quarter). The following subjects will be considered: 
sulphur and its compounds, the atmosphere, nitrogen and its compound, 
elements of the nitrogen group, the halogens, carbon, silicon, boron, and* 
calcium and its compounds. 

2 c — (One quarter). The work will include a study of magnesium,, 
zinc, mercury, copper, silver, gold, platinum, iron, cobalt, nickel, tin, 
lead, manganese, chromium, the Periodic Law, and the compounds of car- 
bon. The latter part of the quarter's work will include some work in 
testing foods for adulterants and some qualitative analysis. 

Home Economics 


The object of the course in Home Economics is to fit young women' 
as home makers and as capable women in whatever sphere their life 
work may be. Such, then, as tends to cultivate correct observation, 
accurate reasoning, generous judgment and an appreciation for the 
beautiful in nature and art may rightfully find a place in such a course. 

That which most expecially pertains to women's province, the home,, 
is dependent upon the sciences of chemistry, physiology, bacteriology, 
and hygiene, and direct application of the principles of these sciences is 
made in the lessons in foods, dietetics, home-nursing and household 

The courses offered by the Department of Home Economics are 
designed for women who intend to teach in public or private schools, 
to administer an institution or a home on the best economic and hy- 
gienic basis. 

The course covers a period of two years beyond the Life Diplama, 
at the completion of which a Home Economic Diploma is given. The 
time may be shortened by electing in the Department while working* 
toward the Life Diploma. 

A laboratory fee of 50c per quarter is required in all food classes; 


Elementary Course. 

1. .Foods. — Practical preparation, composition of nutritive value. 
The purpose of this course is to place food preparation on a scientific 
basis and to systematize methods of work. It is intended for those 
students who will teach in elementary, secondary, and industrial schools 
and also to serve as a preparation for higher work. 

This course deals with the preparation of food materials based on 
a knowledge of their composition and the chemical changes effected 
by heat and moisture, and indicates what cooking processes gives best 
results in retaining nutritive principles in most degestible forms. At- 
tention is given to (a) study of methods of preparation best suited to 
available forms of a given food material, (b) Study of recipes to 
determine how they carry out these principles and economize material, 
fuel and labor; the adaptation of recipes and grouping according to 
their type form; (c) Cost of food and marketing; (d) Study of psychol- 
ogical and physiological effects of pleasing flavors; attractiveness and 
variety in serving; methods of accomplishing these results with a min- 
imum labor and expense. 

(1) Fall Term.— 

Economic use of fuels; the proper management of stoves and ranges; 
care of utensils; the cookery of vegetables, cereals, fruits, and candy or 
study of cellulose, starch and sugar. 

(2) Winter Term. — 

Study of the proteids such as milk, cheese, eggs fish, poultry, 
meats — study of fats and oils. 

(3) Spring Term. 

Flour mixtures, beverages, salads and ices. For regular students 
this course must be accompanied by chemistry, physiology and bacteri- 

Summer Term. — 

The work given in the Summer is determined by the demand. 

Advanced Course. 

2. Foods. — 

Lecture and Laboratory work. This course elaborates and applies 
principles established in Course 1. 

(1) Fall Term.— 

Preservation of fruits as preserving, canning, jelly-making, pickling, 
study of pastry and fancy breads. 

(2) Winter Term.— 

Sugar work, fancy desserts, cheap cookery, menus, preparation of 




(3) Spring- Term. — 

Invalid cookery, chafing dish luncheon, waitress course and demon- 
strations. Food manufacture and production. Lectures, reading and ex- 

3. Foods. — 

(1) Fall Term.— 

Production and composition of raw-food materials including meats,, 
cereals, fruits, vegetables, edible oils dairy products. 

(2) Winter Term.— 

Methods of preservation, such as smoking, salting, preservation and 
canning and adulterations most used. 

(3) Spring- Term. — 

Discussion of the question of food adulteration and substitution. 
Household Sanitation. 

Lectures, conferences, collateral reading. 

This course includes the following topics: The situation and sur- 
roundings of the city and country dwellings; soil, drainage and slope; 
sun and wind exposure; house plans and construction; good types ot 
domestic architecture, and their historic development; construction of 
cellars, walls, floors, roof; relative values of building material for special 
purposes; relative efficiency of paints and varnishes, mechanical ap- 
plication for heating, ventilating, refrigerating, lighting, disposal of 
waste; water supply; repair work; interior decoration; some legal 
aspects of the rental system; building and loan association. This work: 
covers two quarters — time to be arranged. 

Home Nursing. 

Lectures and practical work. 

(1) Winter Term.— 

This course covers the furnishing and care of the sick room, ad- 
ministration of medicines, record of symptoms. 

(2) Spring Term.— 

Children's diseases and first aid to the injured. 

3. Theory and Practice of Teaching Home Economics. 

This course is designed to present the methods of teaching Home- 
Economics. Pt includes the consideration of courses of study, their re- 
lation to the school curriculum, and the planning and presentation of 
lessons. The practical work consists of observation, assistance and 
teaching; the planning of laboratory equipment; the assistance in the- 
management of the departmental house-keeping. 




Short Course in Home Making. 

A short course in home making is offered to the women of the dis- 
trict for the purpose of stimulating interest along the lines of women's 
work and to place home making upon a scientific basis, that it may have 
the consideration necessary for so vital a subject. 

This course consists of lectures along the line of Foods and their 
adulteration, Marketing, Textiles and their adulteration, Household De- 
coration and Furnishing and kindred subjects related to Homemaking. 
(Time to be announced). 

Extension Courses. 

For the first time the Northwest Missouri Normal will offer ex- 
tension work from the Home Economics Department. A course of 
Foods will be placed in two Rural Schools and courses will be offered 
to women not working for Normal Certificates, but desire some scientific 
knowledge of Food and Textiles. 

Extension Course 1. — 

Course 1 will consist of the study of the selection, marketing and 
cookery of Foods. The class will meet once a week for twelve weeks 
and will be offered each Normal term except Summer School. The sub- 
jects and time to be arranged to suit the demand. I 

Extension Course 2.— 1 

Study of Textiles, cutting and making of undergarments and shirt- 
waist dresses. Time to be arranged to suit demand. The class will meet 
once a week. 


This course covers two years, three terms each year. The study of 
textiles and their adulteration, methods of placing textiles on the mar- 
ket, consumers league and simular problems are discussed. Hand and 
machine sewing with the selection, cutting and fitting of garments is 
presented. How to place and present sewing in the rural and graded 

(1) Fall Term.— 

Study of Hand stitches. How and in what grades they should be 

(2) Winter Term.— 

Selection, drafting, cutting and making of undergarments with study 
of machine sewing. 

(3) Spring Term.— 

Selection, drafting, cutting and making of simple tub-dresses. 





(4) Fall Term.— 

Study of wool and silk. Selection, drafting, cutting, and fitting a 
"wool suit. 

(5) Winter Term. — 

Study of textile problems. Fine hand sewing. 

(6) Spring- Term.— 

Comparison of textiles and their adulteration. Embroidery and fine 
hand work. 

(7) Theory and Practice of Teaching Sewing. 

Courses of study — lesson plans — observations, assistance and teach- 
ing of sewing as placed in the public schools. 


(V. I. MOORE) 

Course 1. — The elements of Latin grammar. (Three quarters). Tht 
primary object in this course is the mastery of forms and syntax neces- 
sary to effective work in translation of Latin authors. Pronunciation, 
inflection, and the elementary principles of syntax are given careful 
-attention with a view always to their practical application in the trans- 
lation and interpretation of connected Latin. This course is beneficial 
to teachers who may not expect to continue their Latin further in that 
it gives a more comprehensive grasp of the principles of grammar than 
is ordinarily obtained in a course in English grammar and develops a 
broader, more intelligent view of the origin of our own tongue. 

1 a— First Year Latin. (Collar & Daniell) to p. 92. 

1 b— First Year Latin (Collar & Daniell) to p. 152. 

1 c — Completion and review of First Year Latin with an Introduc- 
tion to the translation of Caesar. 

Course 2. — Caesar. (Three quarters). In this course a brief gram- 
mar review precedes the work of translation and assignments in prose 
•composition and the more intricate principles of syntax accompany the 
reading of the entire four books. The student is made acquainted by 
-practical use with all the common constructions and the simpler idioms 
-of the language. The geography and history of the Republic are studied 
in connection with the Gallic War. 

1 a — Grammar review. Translation of the first 41 chapters of Book 
I Caesar's Gallic War. Prose composition weekly. 

1 b — Completion of Books I and II. Grammar and Composition. 
Reports on assigned topics. 

1 c — Books III and IV. Grammar and Composition. 


Text — Gunnison & Harley's Caesar's Gallic War with composition; 
Bennett's Latin Grammar. 

Course 8. — Cicero's Orations. (Two quarters). Six orations erf 
Cicero will be read with parallel study of Roman civic life and institu- 
tions. Weekly work in prose composition. 

1 a — Four Orations against Cataline. Grammar and Composition. 

1 b — Orations for Archias and the Manilian Law. Grammar and 

Text — Kelsey's Cicero's Orations; Bennett's Prose Composition and 

Course 4. — Sallust. Cataline and Jugurtha. Assigned reading in 
Roman history. 

Text — Herbermann's Jugurtha, and Herbermann's Cataline. 

Course 5. — Virgil.. (Three quarters). The translation will cover 
the lirst six books of the Aeneid. Mythology. Principles of versification. 
A study of the true meaning and purpose of translation. 

1 a — Books I and II. Syntax and prosody. 

1 b — Books III and IV. Syntax and prosody. 

1 c — Books V and VI. Sight reading. 

Texts — Knapp's Virgil, Guerber's Myths of Greece and Rome, Tol- 
man's Art of Translating, Harkness Latin Grammar. 

Course 6. — Selections from Livy. (Two quarters). Reading in early 
Roman History. 

1 a — Selections from Books I and II. Prose work in connection. 

1 b — Selections from Books XXI and XXII. Prose work in con- 

Texts — Burton's Selections from Livy, Miller's Latin Prose Com- 
position, Harkness Latin Grammar. 

Course 7. — Cicero's Essays: Old Age, Friendship, Immortality of the 

Texts — Rockwood's De Senectute, Lord's De Amicitia, Bennett's 
Tusculan Disputations. 

Course 8. — Horace, Odes and Epodes. Catullus. 
Texts — Moore's Horace, Simpson's Catullus. 

Course 9. — Plautus and Terence. Selected plays. 


(V. I. MOORE) 

Course 1. — (Three quarters). Grammar and composition with trans- 
lation of easy texts. The primary purpose of this course is to famil- 
iarize the student with French pronunciation, with the forms of the dif- 


ferent parts of speech, and with those idioms and principles of syntax 
necessary to give him a reading knowledge of the language. 

Texts — Aldrich & Foster's Elements of French Grammar, Halevy's 
Abbe Constantin, Labiche and Martin's Perrichon. 

Course 2. — (Three quarters). Grammar and composition work con- 
tinued. Translation of varied texts. Reading and reports on text as- 
signed for outside work. 

The texts include works of Hugo, Daudet, and Dumas for the first 
quarter; Moliere, Corneille, Rostand for the second quarter; and selected 
modern writers for the third quarter. 


Course 1. — (Three quarters). Text — Bacon's German Grammar. 
1st quarter to Lesson XXX. Translation of selections in first part 
of text. 

2nd quarter to Lesson LX — Easy translation. 

3rd quarter — Complete text. Read "Gluck Auf" and Immensee." 

Course 2. — (Three quarters). First quarter. Reading of minor clas- 
sics. "Hoher als die Kirche," "Germelshausen," "Der Lindenbaum." 

Second quarter, "Wilhelm Tell." 

Third quarter, "Jungfrau von Orleans." 

Bernhardt's Prose Composition one day each week throughout the 

Manual Training Department 

(FRANK H. SHEPHERD, Director). 


The problem of the importance and benefits of Manual Training in 
our educational system has long since been solved. The only ques- 
tions that now arise in regard to Manual Training in our public schools 
are those of method, amount, and place. 

The province of this department in the Northwest Missouri Normal 
is to fit teachers to go into rural, village, town and city schools of this 
and other states and train the boys and girls who are placed in their 
charge so that each and all of these may be prepared to get the best 
out of his future life — not the best that another could get out of his 
place, not the best that he might do in other environments — but the best 
out of what he has. 






When ground was first broken for this splendid building that we 
are now occupying the statement was made, and has since been the aim 
of those connected with the institution: "This Normal must be the 
leading school of the state in teaching the industrial arts." This aim 
is kept constantly in view and each day brings us nearer to the high 
standard of efficiency that was then marked out for us. We long since 
recognized the false economy in our educational system of spending ten 
cents on the grade boy to ten dollars on the high school boy when it is 
a well-known fact from a pedagogical standpoint that there is no dif- 
ference in these boys so far as ability and rights are concerned. We 
are attempting to instill into the minds of the future teachers with 
whom we come in contact that a jack knife and a piece of sand paper 
as tools, and a window stick as a problem, are something of an insult 
to the intelligence of a boy who has the ability to construct a library 
table for the adornment of the home. 

Beginning with our handwork classes — manual training for the 
first four grades, we hope to arouse an interest in the rural schools of 
our state that will lead to a complete course in manual training in all 
the grades. 

From what our efforts have accomplished in one short year of school 
work, as shown in our illustrations, we shall go on and on until each 
rural school in our district shall hear and heed the demand for teachers 
who are trained to teach in the life terms of self-efficiency. 

We hold it the privilege and the duty of a state normal school to 
fit teachers for the work that is before them. We do not believe that 
it is within the province of a normal school to train watchmakers, black- 
smiths, foundrymen, or plumbers. We do believe that it is our duty to 
train teachers to teach children in the terms of the child's life and 

This department of our school is being equipped with such ap- 
paratus and supplies as will, in our opinion, be the most essential in 
training teachers for the schools of our district to meet the problems 
of their schools as they find them. We strive to impress on their minds 
the fact that it is to be their privilege to teach the children of our state 
to become self-efficient, masters of their social and economic surround- 
ings, and it is the duty of each teacher to so equip himself for this work 
that he may, if need be, do this work in schools where there is little or 
no modern equipment for the work. 

The aim of this department is; (a) to fit the teachers who may come 
to us to go into the rural schools of this district prepared to direct the 
education of the pupils placed in their charge along the lines of manual 
training suited to the life environment of the child; (b) to fit teachers 
to take charge of the manual training work in the different grades of 
village and town school, where more and better equipment may be found, 
so that they may direct the pupils along lines of work that correlate 
with the broader and better life of self-activity; (c) to prepare teach- 
ers for town and city schools so that they may, by their knowledge of 
manual training, introduce into their teaching co-ordinate work that will 




serve to make more practical some of the dry routine of the text-book 
lessons, and turn the surplus energy of their pupils into useful channels. 

The demand for special teachers of manual training in high schools 
comes from all quarters. The supply of competent supervisors for 
manual training positions in the larger cities is far below the demand. 
With this fact before us we have arranged our course so that one who 
wishes to prepare for this special work may make manual training 
prominent through the regular normal course, and may, after having 
secured his diploma, receive a special certificate in manual training. 

With the above outline in mind we have prepared the following 
courses which will be offered within the year: 

Course of Study. 

Elementary Wood-Work. Advanced Wood-Work. 

Wood Turning. Concrete and Stucco Work. 

Printing. Art Metals. 

Basketry. Mechanical Drawing. 

Handwork. Wood Carving. 

1 Secondary Courses. 

Course 1. — Elementary Woodwork. This course is for beginners, and 
is designed to give a general knowledge of woods, a fair degree of skill 
in using wood-working tools, and an acquaintance with the underlying 
principles of manual training. It also includes mechanical and freehand 
drawing and their application to constructive drawing. Five hours each 
week — one quarter. 

Course 2. — Wood Carving. This course, which is conducted by lab- 
oratory methods, includes preliminary exercises in the care and use of 
tools, and aims to give a general training in the practical application 
of the fundamental principles of art, in drawing, designs, and historic 
ornamentation, as applied to the special work in wood carving. Each 
pupil will make a practical demonstration of the principles learned by 
working out an individual piece or pieces, such as, carved boxes, book 
ends, clock cases, stools, picture frames, or other articles of use and 
beauty. One quarter — five hours each week. 

Course 3. — Metal Work, Copper and Brass. This course is designed 
to give the pupil a fair working knowledge of the art metals and con- 
sists of surface developments, cutting, fitting and piercing; raising 
from the flat, finishing and coloring. Such exercises will be given as 
will acquaint the pupil with the tools and processes in working. The 
problems will include pad or box corners, fern dishes, ^ard trays, finger 
bowls, nut bowls, and other articles of artistic worth and usefulness. 
One quarter — five hours each week. 

Course 4. — Basketry. Basketry is studied under the following heads: 
its relation to the history of art; its relation to pottery; its symbolism; 



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its colors; its materials — braids, raffia embroidery, coil work, and rat- 
tan models — all leading up to original plans, patterns, form and combi- 
nations, and culminating in the preparation of a course of study for 
the grades. One quarter — five hours each week. 

Course 5. — Handwork. This course is required of all applicants 
for a certificate or a diploma. 

The course will comprise tnose forms of manual training employed 
in the first three or four years of school. The lessons will be grouped 
as to subject matter rather than by grades. 

The work will consist of paper folding, cutting and weaving; the 
elements of basketry, work with raffia and rattan; rug weaving; design- 
ing and constructing articles in the different media of expression as 
needed for work in the grades. 

The correlation of this work with the other topics of the course of 
study will be illustrated by the arrangement and construction of scenes 
closely connected with tht child's interest and his environment, includ- 
ing, house, barn and farm scenes; doll house and furniture; sand table 
work and its application in nature study, language and geography. This 
course is offered in the spring and summer terms. One quarter — five 
hours each week. A fee of fifty cents will be charged in this course 
to pay for the models that the pupil takes for future use in his school 


Course 6.— Mechanical Drawing. This course is designed to give 
a knowledge of the use of the instruments and materials, geometrical, 
drawings, elements of projections, straight lines and circles; problems 
involving tangents and planes of projection, development of surfaces; 
elementary isometric and oblique projections, simple working draw- 
ings and lettering. One quarter — five hours each week. For those who- 
have had mechanical drawings in a regular high school course more 
advanced work will be arranged with a view of fitting the pupil to teach 
the subject in high school. Advanced work will require two quarters 
— ten hours each week. 

College Courses. 

Course 7. — Advanced Woodwork. This course is designed for those 
who wish to become more proficient in the use of wood-working tools. 
It includes constructive design, the principles of cabinet making and 
furniture construction, and wood finishing. The different important 
constructive joints are discussed and applied whenever possible in the 
cabinet work done in the class. One quarter — ten hours each week. 
Prerequisite: course 1. 

Course 8. — A course in woodwork suitable for elementary schools. 
This course includes the planning and constructing of a series of prob- 
lems suitable for the different grades, fourth to eighth, inclusive, keep- 
ing in mind the following consideration: correlation, child interest,, 
powers of the individual, and the degree of skill required in the different 
processes in wood working. The course also includes methods in teach- 
ing, relation of teacher to work, discussion and preparation of materials, 
care of tools, and working drawings in application. One quarter — ten 
hours each week. Prerequisite: courses 1, 6 and 7. 

Course 9. — Wood-Turning. This course is designed to give the 
student a working knowledge of the wood-turning lathe, the wood- 
turners' tools, p.nd the possibilities in exactness and artistic workman- 
ship with thf tools. The turning processes will embody the turning 
of various exercises and patterns between centers, face-plate and chuck 
turning, turning in halves, gluing and polishing. The interpretation of 
blue print work and working to a definite scale is carried to a higher 
degree of accuracy than in the preceding courses. One quarter — ten 
hours each week. Prerequisites: mechanical drawing and course 1. 

Course 10. — Concrete and Stucco. This course is for the purpose of 
acquainting the teachers of our rural and village schools with the great 
value of Portland Cement as an economic factor in the sanitation and 
beautification of the school grounds, a study of the materials used,, 
the most up to date method of using, and the different uses to which 
concrete may be applied. The work will be largely done in the labora- 
tory but will require some library and research work. Different jobs 
of work will be inspected and pupils will be required to make state- 
ments as to the merit of the work inspected. The entire course will be- 





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so directed that the class will work to produce practical results; some 
of our class problems will be concrete blocks, concrete walks, garden 
seats, flower pots, pig troughs, fence posts, garden fountains, sun dials, 
etc. Drawings will be made, blue prints read and interpreted, so that 
teachers in our rural schools may put to use their knowledge of this 
work. One quarter — ten hours each week. 

Course 11. — Printing. This course is designed to lead our pupils who 
are to become principals and superintendents to see and know the great 
value of the printing press as an educator. The work will in no manner 
approach the field of the professional but will deal with the rudiments 
of the case, the press, the form, and the type; practical work in writ- 
ing copy, setting type, arranging and locking up the forms; the press 
and its parts and the care of the same. Lectures to the class on the 
different phases of the printers' art will be given from time to time, 
the ultimate aim being to prepare the pupils to go into a high school and 
with a small plant get out a school paper. One quarter — ten hours each 

Course 12. — This course includes the history and development of the 
manual training notion from economic and pedagogic standpoints, a 
study of the different European systems, and their influence upon the 
manual training movement in the United States; the four movements 
in the United States and their influence in the development of industrial 






education in different parts of the country; the form industrial edu- 
cation is taking today and the possible direction the movement will take 
in this country. 

The course also includes the planning of manual training equip- 
ment and the development of a course of study for the elementary 
schools, based upon reading, knowledge gained in former courses, and 
practical experience gained in teaching in the training school. One 
quarter — ten hours a week. Prerequisite: courses 1, 5, 6, 7 and 8 and 
practical experience in teaching in the training school. 

Other courses will be given to those who wish to fit themselves 
for the position of director of manual training in a city school system. 

Art Department 

(HARRIET DAY, Director) 

Normal Art Courses of Secondary Bank. 

The aim of the course is to teach the appreciation of harmony in 
color and line. To cultivate a knowledge and appreciation of those 
principles which should be considered in connection with the home, 
public utilities, manufactured articles and personal adornment. 

Courses 1 and 2 are especially designed to meet the needs 
■of the public school teacher, giving methods of teaching, organizing, 
systematizing and presenting work that is correlated for practical use 
in other departments. All kinds of art work usually taught in public 
schools under this head are considered and presented for discussion. 

Course 1. — A teacher's course giving methods in teaching drawing 
from grade one to grade seven. It deals with work taught in the six 
grades in technique, presentation, purpose and a pedagogical view of the 
subject. The object throughout the course will be to make the work 
practical and adaptable to any school in which the student may teach. 
Correlation with other subjects. Both practical and educational value 
are emphasized. Practice in pencil, charcoal, water color, black-board 
work, colored crayons, paper and clay. 

Course 2. — A continuation of Course I beginning with the seventh 
grade. Principles of design, theory and use of color, making of books 
and decoration. Construction of applied work related to other school 
interests. Study of color schemes for exterior and interior of both 
public and private buildings. Briefly, the application of the principles 
of Art in use in every day life for advanced students. 


Course 3. — Object Drawing and Sketching-, 

Drawing from still-life objects, casts, antique and landscape. princL- 







pies, of perspective and the study of dark and light composition. The 
mediums are pencil, charcoal and water color. Two hours laboratory 
•or two quarters. 

Course 4.— Applied Design. 

Lectures and studio work. This course begins with the simple 
principles of constructive and decorative design. Applications of these 
principles of Art as to leather, metal and fabrics are studied. Prere- 
quisite Course 1 or 2. 

Course 5. — Painting and Illustrating. 

Advanced course in painting from flowers still life and landscape. 
Mediums, water colors, oil and pastelle. Prerequisite, Course 1 or 3. 

Course G. — Household Decoration. Lectures. 

A brief review of historic decoration and early periods of furnish- 
ings. The basic principles of decorating a home are presented by means 
•of lectures, illustrative matter, and is followed by working problems 
along the lines under consideration, which involve the direct applica- 
tion of the principles given. The problems will be in the nature of 
•considering the size and form of a building lot, placing of house, trees, 
walks, drives and gardens. Dimensions of house, rooms, openings, 
porches, roofs and conveniences. The study of the interiors of a home 
will present the subject of woods, floors, paint, varnishes, enamels, 
wall space divisions, color schemes for rooms, furniture, draperies and 
interior fittings. Some principles of costume design will be given if 
•time permits. 



Course 7. — Clay Modeling, Pottery and Blackboard Sketching. 

This course is given to prepare grade teachers for advanced work 
also for supervisors. 

Course 8. — History of Ornament and Art. 

Lectures with illustrations. An appreciative study of ornament, 
painting, sculpture and architecture. Library reference assigned. 

This department occupies the fourth floor and is well equipped 
with lockers for use of students, also drawing tables, easels, casts, and 

Excellent reference books and magazines on Art are to be found in 
the library- 

Those who desire to specialize in Art with the view to receiving 
an advanced professional diploma will be required to take three ad- 
ditional terms in advanced work after receiving the regular Life Di- 


(P. O. LANDON, Director 

In every school in the state, rural or graded, some music should be 
taught. And because the time given to the study of music is often so 
limited, the teacher should be prepared to use every minute to the best 
advantage. The work in this department is designed first of all to meet 
-this demand. Even those who have little or no vocal ability themselves 
may learn to teach music in the public schools successfully. In addition 
to the three quarters in public school music there are offered three quar- 
ters in theory of music and a special course for Music Supervisors. 


First Quarter. 

The rudiments of music. Study of Major scales and chords. Scale 
vxei rises and songs in one, two and three parts. Sight singing prac T 
tice. Rote and folk songs. Teaching methods. Ear training. 

Second Quarter. 

Study of Minor and Chromatic scales, triads and their connection. 
Further practice in singing and part songs. Study of various forms of 
musical composition and biographies of noted musicians. Practice teach- 
ing. Ear training. 

Third Quarter. 

Further study in chords and their connection. More difficult part 
s'ongs. Ear training. Study and analysis of musical compositions. 
Teaching in Training School 




Theory of Music. 

This course includes three quarters work in History of Music, Har- 
mony and Counterpoint. To take the work one must have had two quar- 
ters at least, of Public School Music or other previous music study. The 
work is a part of the Supervisors course and is of college rank. 

Supervisors Course. 

This course requires outside work in private piano and voice study. 
Due credit will be given for previous study satisfactorily done. At 
least two years study of piano and voice. The work given in the Normal 
School includes the regular three quarters of Public School Music, three 
quarters of Harmony and History of music, three quarters of Training 
School teaching and study of the various courses of study published and 
used in America. There will be given with this course a series of 
lectures on Musical Appreciation and Interpretation. Pupils are ex- 
peected to take part in Glee Club and other musical activities. 

(ilee Club. 

Each quarter there will be organized a club for the study of the 
best choral compositions. Short choruses, cantatas, oratorios and 
operettas will be studied and produced at various periods of the year's 
work. To enroll one must have had some musical training and possess 
vocal qualifications. 

Private Lessons in Piano, Yoke and Other Instruments. 

There are no private lessons given in the Normal, but those desir- 
ing private instruction may obtain it at The Maryville Conservatory of 
Music, an institution offering excellent advantages. 

Orchestral Instruments. 

Pupils who have had experience in playing in band or orchestra 
are requested to bring their instruments with them and join the Normal 
Orchestra. Mr. W. E. Robinson, teacher of violin in the Maryville Con- 
servatory of Music, will have charge of this work. 




Reading and Public Speaking 


The work in reading is planned to remove the defects common to 
readers in general. Some of these defects are inaccuracy in pronuncia- 
tion, lack of distinctness, poor enunciation, and inability lay hold of 
the thought expressed on the printed page. These defects are due largely 
to the fact that the vast majority of teachers in public schools have little 
or no specific training in interpretation. 

The chief aim of all the courses in the department of Reading will 
be to develop this power of interpretation in a study of the great Ameri- 
can and English masterpieces. The student is taught that good reading 
consists in mastering not only the mechanics of the subject but the spirit 
of the writer. To this end, therefore, courses especially fitted to teach- 
ers of reading in the .grades, the rural and high schools, will be presented 
with reference to the steps in the presentation of the subject Short 
selections bearing directly upon the grade work will be studied. Each 
one will receive careful analysis. The theme, purpose, embodiment, and 
figurative language will be given attention. 

Secondary Courses. 

Course 1. — Expressional Reading. 

This takes up a study of the fundamentals of vocal expression such 
-as clear enunciation, emphasis, inflection, pitch, tone, and quality to- 


gether with a careful consideration of the psychological laws under- 
lying effective expression. There will be constant class practice in 
oral reading from extracts and entire master-pieces in prose and verse. 
Attention will be given individual students as far as is possible, to re- 
move noticeable defects, and constant thought will be directed toward 
training for more efficient service in teaching. The course is funda- 
mental to all other courses and must be taken by every student working 
for a diploma. The course is stimulating and practical. The text is 
Curry's "Lessons in Vocal Expression." 

Course 2. — Interpretative Reading. 

In this course complete masterpieces are studied from Emerson, 
Longfellow, Scott, Irving, Poe, Lowell, Bryant, Hawthorne, Whittier, 
Holmes, Tennyson, Arnold and others. The romantic and idealistic writers 
are often difficult to interpret for the reason that so much is hidden in a 
single word or phrase. The course aids the student in getting these 
hidden meanings and in turn, to teach them to others. Each selection 
will be interpreted with reference to theme, purpose, embodiment, figura- 
tive language, and moral significance. No teacher can afford to be 
without effective interpretative power. This term is intended to give him 
that power. It is a full course and may be counted as an elective on 
the Regent's Certificate. It is urged that teachers who have had first 
term Reading elect this course. The text is Curry's "Literary Reading." 

Course 3. — Interpretative Reading. Lyric Poetry- 

This course is designed to aid teachers in a better oral expression 
of poetry and a nobler appreciation of this most charming form of 
discourse. There will be rapid oral and interpretative reading of the 
great lyrics of the English language. The disgust that some pupils 
have for poetry is often traceable to some inappreciative teacher who 
read and interpreted poorly. This course aims to create a genuine love 
for the lyric, and will enable the teacher of literature to better present 
the work in the grades and high schools. Elective on Life Diploma. The 
text will be Palgrave's "Golden Treasury of Song and Lyric." 

Course 4. — Reading for the Grades. 

The work of this course will be a careful consideration of the work 
as outlined in the State Course of Study. The purpose will be to inter- 
pret those selections in a pedagogical manner and to present them as 
organisms as well as pieces of fine art. The application will be made 
to all the grades of school and the first year high school. As an intelli- 
gent basis for the work, Clark's "How to Teach Reading," will be studied 
in addition to the selections outlined in the State Course. Elective for 
Regents Certificate. 

College Courses. 

Course 5. — Story Telling. 

This course is designed to teach not only the art of telling stories 
but the pedagogical, educational, moral, and religious bearing of each 


story- Material will be drawn from realistic stories including bio- 
graphical and historical matter, and idealistic stories including legend 
myths, folk stories, allegories, fairy tales, and fables. This material will 
be drawn from all the great literatures of the world. Students electing 
the course should have a good practical knowledge of literature in gen- 
eral. Material will be obtained from books of story in the library, Loin 
magazines, and from masterpieces of great literature. The student will 
be asked to prepare daily upon the subject matter and value of several 
stories; to tell these and discuss them in the class; to prepare both oral 
and written original stories exemplifying some underlying truth of life. 
The stories will be adapted to every phase of school work including 1 igh 
school. Students should be high school graduates who elect this course. 
The text used as a basis is "Stories and Story Telling." The cours e is 
of college rank. 

Course <>. — Dramatic Expression. 

This course will include a study and an appreciation of some of he 
great Shakespearean dramas from the view point of characterization 
Each character will be treated in his individuality of mood and vc ce. 
Students will be required to commit entire scenes with a view of r » e- 
senting them in the form of readings. Plenty of platform practice in 
the auditorium will be given each student. The course will require ::t 
least two hours a day of careful preparation. Hamlet, Macbeth, As 
You Like It, and The Merchant of Venice will be studied. College rank. 

Course 7. — Novel Reading. 

This study enables the student not only to appreciate the structure 
and literary value of the novel, but enables him to develop imagina- 
tive sympathy with varieties of characters, thus enlarging his vision of 
life. Cuttings will be made from some of the standard novels of Ike 
world. Among these will be ,"Ben Hur," "Les Miserables," "Silas Ma- 
ner," "The Little Minister," "Scarlet Letter," and a few of the recei.t 
novels. The student will be taught characterization, posing, placing. 
responsiveness, and critical appreciation. College rank. 

Course 8. — Short Story Reading. 

A careful study will be made of the principal short stories of Pol-, 
Stevenson, Hawthorne, Maupassant, Van Dyke, Longfellow, and other*-. 
Intelligent oral expression will be sought. To this end, students will be 
given practice in the auditorium at intervals. This course is a splendid 
one for those who aspire to be public readers or who wish to pursue 
more advanced work in expression. It will also greatly aid teacher 
of literature or of expression in any phase of school work. (College 


The purpose of these courses will be to train teachers to be vig- 
orous, convincing speakers and logical thinkers. The work will br- 


especially helpful to those teachers who for many reasons have not the 
ability to express themselves clearly and forcibly. Of all .the various 
training, teachers, leaders of thought and sentiment, need this the most. 
It is the teacher's business to make things not only clear but impressive. 
Here he will have an opportunity to exercise his faculties in such a way 
as to bring to bear all the phases of his knowledge in a practical way. 
Through these courses many students discover latent talent which if 
exercised renders them more efficient for service in the world. The 
work is productive of much good. Every teacher should have one or 
more of these courses. These courses are independent of the Reading 

Course 9. — Debate. 

The art of debate is subtle and fascinating. To be able to present 
in logical sequence a train of ideas bearing upon a given problem, is 
a power that every citizen should possess. r ihe student will he ground- 
ed in all the laws governing an argument. He will he taught that rani; 
and contention are not argument, but that in this as in other thirg : , 
the element of reasonableness should enter. Much oral and writ.en 
work will be required. Elective on Life Diploma. 

Course 10. — Public Speaking. 

This comprises daily drill in original speeches and a study of the 
great public speeches of the world, lire student prepares many talks, 
longer speeches, and a term oration to be committed and delivered. The 
masterpieces are studied in order to acquaint the student with different 
styles and moods. lire five ends of public speech will be held up; 
namely, clearness, impressiveness, belief, action, and enr^'iainment. The 
student must not only have something to say but mr. , know how to 
organize material and present it in the most economical manner. Elec- 
tive on Regents Certificate. 

Course 11. — Public Speaking. 

Tl is course is a continuation of the ah . »e course and presupposes 
it. It is the above course intensified. In addition, this course will in- 
clude a consideration of definite problems, such as commercial, political, 
religious, industrial, and social. Some impromptu speaking is done and 
a good deal of extemporaneous work also. Efforts will be made to de- 
velop to the highest capacity teachers for intelligent presentation of 
t. eii own problems. Vigorous original thinking will be insisted upon. 
A term speech of at least thirty minutes will be made. Elective on Life 

Course 12. — Oralory. 

This will include tin masterpieces of eloquence of all ages. The 
student is brought into c ntact with the greatest orations of the past 
and present. He is given instruction in the mechanics of the oration— 


its forms, content, and style. He must see the relation of each oration 
to the world's progress, and he must become acquainted with the meth- 
ods of delivery. The student will be asked to prepare several written 
orations to emphasize certain of the fundamentals in construction, style, 
and delivery. Briefs of orations studied will be made and a careful 
analysis of every masterpiece will be insisted upon. Elective for those 
who have had Course 10. 

Course 13. — Vocal Expression. 

An advanced course for those who have had considerable work in 
Reading and Public Speaking. The emotional, spiritual, and intellectual 
in literature will be emphasized. Students will be required to commit 
many selections in prose and verse with a view of delivering them. 
Practice will be given in all the laws that underlie effective expression 
and interpretation. No one except advanced students should elect this 

Business Department 



Since bookkeeping is the science of debiting and crediting accounts 
the subject is best taught by the laboratory method — learn to do by 
actually doing. Throughout the entire course the student is taught 
theoretical and practical bookkeeping by recording the simplest to the 
most complex transactions from business papers similar to those used 
in actual business. By this method the student becomes acquainted 
with every detail of the work and learns why certain records of a tran- 
saction are necessary. 

First Quarter. — The student is drilled in the use of the journal and 
cash book, posting from these to the ledger, taking trial balances, bal- 
ance sheets, closing the ledger and proving cash account when a part 
or all of the money is on deposit in the bank. 

Second Quarter.— Such books as sales book, invoice book, special 
column journal, special column cash book are used as books of original 
entry from which posting is done to the double entry ledger. 

Third Quarter. — Wholesale, corporation and manufacturing account- 
ing, banking, commission, partnership, retailing and single entry book- 
keeping. Practice teaching in the Business Department is done only 
with the last quarter of the work. 

(' Arithmetic. — A review of the fundamental principles of 
the subject including common and decimal fractions. This is followed 


by a comprehensive study of practical measurements, precentage, trade* 
bank and true discount, commission, stocks, bonds, interest, partial pay- 
ments, equation of accounts, etc. 

Commercial Law. — The object is to present the subject in a manner 
so as to acquaint the pupils with the fundamental rules governing every- 
day business transactions. Such subjects as contracts, agency, part- 
nership, common carriers, sales of personal and real property, landlord 
and tenant, negotiable paper, bailments, corporations, credits and col- 
lections will be given special attention. 

Commercial Geography. — Special attention will be given to the study 
of raw materials and manufactured products, transportation facilities and 
trade relations between the principal countries of the world. The United 
States will be studied in detail with reference to its topography, climatic 
conditions, natural resources and manufacturing industries. 



A student may commence shorthand at the beginning of any quarter 
and continue the same for three quarters. If the demand is sufficient, 
a fourth term in advanced shorthand will be formed. Text — Gregg's 
Shorthand Manual. 

First Quarter. — Gregg's Shorthand Manual, followed by tests on 
each lesson and simple dictation. 

Second Quarter. — The Manual is completed and the work continued 
in Gregg Speed Practice, letter dictation and general office dictation. 

Third Quarter. — A continuation of letter dictation, practice matter 
and new matter. Special attention given to developing speed from the 
Gregg Writer, reading of shorthand plates and discussion of articles 
pertaining to shorthand work. 

Typewriting*. — In order to take typewriting a student must also take 
shorthand. The touch system of typewriting is taught and after com- 
pleting the Typewriter Manual, letters are dictated and the student re- 
quired to transcribe the same on the typewriter from shorthand notes, 




Department of Physical Training 

(V. I. MOORE, Director). 

This department seeks to develop robust physical manhood and 
womanhood along with that self control and spirit of leadership which 
are essential factors in a successful life. It also provides the oppor- 
tunity for co-operative work and thus teaches the valuable lessons of 
inter-dependence and mutual helpfulness. 


Two large Gymnasiums are fully equipped with the latest appar- 
atus and provide an excellent place for exercise and recreation. Separ- 
ate floors are provided for men and women each with its own dressing 
rooms, bath, etc. Regular class work in Gymnasium tactics, light and 
heavy apparatus work, playground supervision, and the indoor and out- 
door sports of the season will be offered during each cf the regular 

Course 1. — For men. Light gymnastics, ppparatus work, drills and 
tactics. Three days per week. 

Course 2. — For men. Heavy gymnastics and apparatus work. Three 
days per week. 

Course 8. — Playground supervision from the standpoint of the rural 
teacher. Games and plays for school use. In this course emphasis is 
placed upon the simpler forms of play which require little or no ap- 
paratus that is not readily available around the ordinary country school. 
Open to men and women. 

Course 1. — For women. Light gymnastics, apparatus work drills 
and tactics. Three days per week. 


Excellent facilities are provided for the development of teams in 
all the outdoor and indoor sports. Our athletic field, track, and grand- 
stand will compare favorably with any other in the state. The field 
is a level stretch of ground, well drained and sodded, surrounded by a 
quarter mile track. Ihe grandstand seats approximately 2800 persons. 

Tennis and \olley ball courts are provided out doors and are in use 
until late in the fall. Ihe Gymnasium floors indoors make two splendid 
basketball courts with ample room for spectators. 

E\eiy encouiagement is lent to student athletic organizations which 




lock to the proper development of the physical man in connection with 
similar development along other lines. Clean athletics sanely indulged 
in is the aim of this department. 

The Inter-High School Track Meet and Oratorical Contest. 

This event occurs the last Friday and Saturday in April of each 
year and is one of the leading occasions of Northwest Missouri. The 
Normal School has a beautiful athletic field with one of the finest tracks 
in the state and a grand stand that will seat 2,800 people. From 3,000 
to 4,000 people attend each year. Many of the High Schools of the dis- 
trict participate in the contests for the 55 medals and other prizes 
offered and for the three loving cups offered by the Board of Regents. 
Every High School in the Northwest District is eligible of entry and 
is urged to have representatives at the next meet. For information 
write to Professor V. I. Moore, Corresponding Secretary, Maryville, 

Notable Events at the Northwest Normal School 
During the Year 

The Normal Lecture Course composed of Dr. James Hedley, Edward 
Elliott, The Victoria Lynn Concert Co., The DeKoven Male Quartette, 
and Paul Voelker. 

The Short Course in Agriculture with addresses by Professors C. 
B. Hutchison, E. A. Trowbridge, and C. H. Eckles, of the University of 
Missouri and Prof. A. L. Heckler, of the Nebraska State Agricultural 
College. This Course was attended by over three hundred persons. 

The Short Course in Home Making, with the exhibition of the Nor- 
mal Cottage and addresses by Hettie M. Anthony, head of the Home 
Economics Department, Harriet Day, head of the Art Department and 
Frank H. Shepherd, head of the Manual Training Department of the 
Northwest Normal School and Amy Louise Daniels of the University 
of Missouri. 

A large room in the building was divided into four rooms and a 
.model cottage was constructed as a demonstration of furnishing, equip- 
ping, decorating and administering a home from the standpoints erf 
economy, sanitation, tastefulness and labor-saving. The draperies were 
made by students in the Home Economics Department and the furni- 
ture in the bedroom by pupils in the Manual Training Department. 

Aside from the students who attended the course, 82 other ladies 

The Rural Community Life Conference with addresses by Pres. 
R. T. Forbes, St. Joseph, Mo.; Prof. S. M. Jordan, head of the Pettis; 
County Experiment Station, on "Our Good, Black Dirt and What to do 
With It." Dr. J. H. Miller, of Manhattan Kansas, on "Good Roads and 
How to Make Them." Dr. Daniel Morton, St. Joseph, on "Rural Hygiene.'* 


Mrs. Huftalin, Clarinda, la., on "Rural Social Centers." Supt. 0. E. 
Hall, Crawfordsville, Ind., on "Rural School Consolidation.'' Mrs W. 
G. Cooper, Savannah, Mo., on "The Country Home and Its Surroundings." 

Two banquets at 2 o'clock and 6 p. m. were given in honor of Gov. 
Hadley. At night Supt. Hall gave a very interesting illustrated lecture 
on "Rural School Consolidation." Gov. Herbert S. Hadley delivered a 
very thoughtful address on the subject of "Rural Community Life." 

Lectures on "Social Purity and Sex Relations" by Dr. Winfield S. 
Hall, of Chicago. 

"Rural Hygiene and Preventabu Diseases" by Dr. Daniel Morton, 
of St. Joseph, Mo. 

Northwest Missouri Inter-High School Track Meet and Oratorical 
Contest, attended by 5,000 persons and participated in by 25 High 
Schools with 200 entries. 

The Session of the Northwest Missouri Teachers' Association was 
attended by 400 teachers. 

Commencement address by Dr. J. Adams Puffer, of Boston, on 

"Play Ground Activities," by Dr. Henry S. Curtis. 

Address by Uel W. Lamkin, Pres. State Teachers' Association, on 
"The Mill Tax Amendment." 

There have been interesting talks, lectures, musical programs and 
various other occasions of entertainment and instruction furnished by 
local talent and visitors to the institution. 

In Conclusion 

This has been the most successful year in the history of the North- 
west Normal School. The increase in attendance is very gratifying and 
the co-operation and support given the institution by the people of the 
district are evidences of still better things to come. May we not ask 
that our friends see to it that our own Normal School gets the patronage 
of the district for which it was established? 

Asking the co-operation of all friends of a higher standard of ed- 
ucational support and sentiment, I am 

Very truly 

H. K. TAYLOR, President. 





Enrollment for Year 1911-1912 

Name. County 

Abplanalp, R. B Worth 

Abplanalp, Carrie Worth 

Adams, Mildred Nodaway 

Adams, Willie Gentry 

Adams, Laura Gentry 

Adams, Arthur Ray 

Adams, E. R Harrison 

Airy, Neva Nodaway 

Alkire, Elsie Nodaway 

Allen, Rucia Gentry 

Allen, Maynard Nodaway 

Allen, Oaklie Nodaway 

Alley, Ona B Mercer 

Alley, Ural Mercer 

Allison, Irma Worth 

Amrine, Lapensa Nodaway 

Anderson, Mabel Nodaway 

Armstrong, Mamie Nodaway 

Ashby, Maude Ray 

Austry, Azelia Buchanan 

Bagby, Elmer Nodaway 

Bailey, Dale Nodaway 

Bailey, James Nodaway 

Bailey, Presley Nodaway 

Bailey, Ethel Nodaway 

Bailey, Fay Nodaway 

Bainum, Maude Nodaway 

Baker, Bernice Nodaway 

Barks, Myrtle Worth 

Barr, Jay Nodaway 

Barton, Vena Shelby 

Barton, Zella Nodaway 

Batman, Louie Worth 

Beal, Bertha Nodaway 

Beattie, Ova Andrew 

Beaver, Liva Lee Nodaway 

Beggs, Ruth M Randolph 

Bellows, Fred Nodaway 

Benight, Cecile Buchanan 

Bennett, Gladys Nodaway 

Benson, Audrey Worth 

Name. County 

Bent, Maude Nodaway 

Bent, Guy Nodaway 

Bertram, Vera Holt 

Bigley, Emma Atchison 

Bilby, Faro! Nodawa> 

Birbeck, Robt Gentry 

Birkhead, E. L Buchanan 

Bivens, Belva Nodaway 

Bloomfield, Blanche Nodaway 

Boggs, Grace Daviess 

Borchers, E. C Andrew 

Bose, Carl Nodaway 

Bowman, Myrtle Atchison 

Boyce, Daisy Grundy 

Boyer, Anna . . . .' Buchanan 

Boyer, Theo Nodaway 

Boyer, Edith Nodaway 

Boyle, Jno. P Kansas 

Bramblett, Phoebe Nodaway 

Breeden, Ethel DeKalb 

Breit, W. J Nodaway 

Breit, W. J. (Mrs.) Nodaway 

Breit, Homer Andrew 

Brittain, Earl Nodaway 

Brooks, Clara Harrison 

Brown, Clara Daviess 

Brown, Katherine Nodaway 

Brown, Elsie Nodaway 

Broyles, Audrey Nodaway 

Bryant, C. H Caldwell 

Burnham, Charlotte Atchison 

Burkhart, Ruby Gentry 

Burr, W. H Nodaway 

Burris, Helen Nodaway 

Butler, Retta Livingston 

Call, Eva Grundy 

Campbell, Alta Gentry 

Campbell. Lena Holt 

Canaday, Edith Gentry 

Canaday, D. K Gentry 

Carmichael, Goldie Nodawav 



Name County 

Carpenter, James Nodaway 

Carter, Ida Daviess 

Carter, Mary B Nodaway 

Carter, Sue Daviess 

Carver, Mabel Nodaway 

Casebeer, Amy Livingston 

Caster, Maude Daviess 

Caudle, Lela Nodaway 

Cay wood, Hazel Holt 

Chambers, Samuel Nodaway 

Chappell, Alice Nodaway 

Chappell, Lettie Nodaway 

Childers, Hazel Holt 

Christy, Edith Nodaway 

Cisco, George Harrison 

Clary, Edith Nodaway 

Clayton, Harry Nodaway 

Clemmens, Pearl Andrew 

Clemmens, Ruth Andrew 

Clouser, Florence Platte 

Clymens, Bruce Nodaway 

Coler, Eunice .Nodaway 

Coler, Carrie Nodaway 

Collins, Edith Nodaway 

Compton, Maude Daviess 

Condon, E. V Nodaway 

Cook, J. R Nodaway 

Cook, Ethel Nodaway 

Coomer, Eva Nodaway 

Cooper, T. W Nodaway 

Cornelius, Vern N Daviess 

Corrough, Fay Nodaway 

Corrough, Ret Nodaway 

Corwin, May Nodaway 

Cottrill, Jeannetta Nodaway 

Cottrill, Floyd Nodaway 

Council, Reid Nodaway 

Coulter, Sylvia Nodaway 

Cowen, Austrie Nodaway 

Cox, Myrtle Carroll 

Craig, A. G Nodaway 

Cranmer, Mabel Livingston 

Cranor, Gretchen Gentry 

Crawford, Opha Nodaway 

Crawford, Carrie E Iowa 

Creekmore, Laura Harrison 

Name. County 

Criowell, Blanche Holt 

Criss, Len R Andrew 

Crockett, Zarilda Gentry 

CrockeLt, Iva Atchison 

Croskey, Josie Platte 

Cummingz, J. P Nodaway 

Curtis, Lora May Buchanan 

Daise, Lenn C Nodaway 

Dale, Dorothy Andrew 

Dale, Nellie (Mrs) Nodaway 

Daniels, Eeth Grundy 

Darnell, Arthur Holt 

Davenport, Edith Nodaway 

Davenport, Clara Nodaway 

Davis, Mae Nodaway 

Davis, Cloe Nodaway 

Davis, Anna Carroll 

Davis, Martha J Harrison 

Davis, John Nodaway 

Dean, C. E Andrew 

DeArmond, Less Nodaway 

Denny, Paul Nodaway 

Denny, Julia Nodaway 

Denny, Martha Nodaway 

Dersch, Walter Buchanan 

DeVore, Pearl Nodaway 

DeVore, Bessie Nodaway 

DeVore, Ethel Nodaway 

DeVore, Willie Nodaway 

DeWitt, Ross Nodaway 

Dickerson, Robert Carroll 

Dinsmore, Ada Nodaway 

Dinsmore, Dollie Nodaway 

Dittemore, Elva E Buchanan 

Donaldson, Mabel Nodaway 

Donahue, Nona L Nodaway 

Donelson, Amy Harrison 

Dougherty, Gladys Nodaway 

Doughty, Pearl Nodaway 

Downey, Eugenia Atchison 

Doyle, Alta Nodaway 

Doyle, Velma G Nodaway 

Dubach. Henry Buchanan 

Duncan, Avnes Harrison 

Duncan, Katherine Livingston 

Dungy, Flora Worth 



Name. County 

Dungy, Emma Worth 

Dungy, Grace Worth 

Dunham, Glenn Atchison 

Dunn, Ruth Nodaway 

Dunshee, Harry Gentry 

Dye, Lutie Buchanan 

Dykes, Mattie Gentry 

Graham, Jessie Worth 

Easton, Cora Harrison 

Echterling, Eugene Nodaway 

Eckles, Ora Nodaway 

Evlson, Pearl Gentry 

Edwards, Opal Gentry 

Eisiminger, Lenia Andrew 

Ellison, Susan Nodaway 

Enslow, Ethel Andrew 

Evans, May G Nodaway 

Fanning, Bertha Nodaway 

Faris, Jas. A Atchison 

Earis, Esther Atchison 

Faris, Anna Atchison 

Feagans, Dane Ohio 

Felix, Nora Nodaway 

Felter, Vernie Nodaway 

Ficklin, Julia Kentucky 

Ficklin, Sarah Gentry 

Fisher, Ellen Buchanan 

Fisher, Hermion Nodaway 

Fisher, Cecil Nodaway 

Fitchett, Laura Buchanan 

Ford, Helen Nodaway 

Fordyce, Mary L Nodaway 

Fore, C. W .Buchanan 

Fort, Fay Caldwell 

Francisco, J. H Daviess 

Frank, Elmore Nodaway 

Friese, Sylvia Atchison 

Frost, Eva M Gentry 

Gaddy, J. V DeKalb 

Gage, Katherine Nodaway 

Gann, Anna Mercer 

Garrett, Verda Nodaway 

Gault, L. Nodaway 

Gee, Mabel Grundy 

<*ehr, Cora Nodaway 

Geist, Ella . -...,..,... Iowa 

Name County 

Gibbany, Walter W Gentry 

Gibson, Horace Nodaway 

Gibson, Harrison Nodaway 

Gillis, W. H Holt 

Glass, Opha Worth 

Goforth, Gladys Nodaway 

Goodwin, Ollie Nodaway 

Gordon, Mary S Buchanan 

Gottlieb, Ethel M Daviess 

Graham, Paul Worth 

Graham, Lois Carroll 

Greenwell, Edna St. Clair 

Grier, Elmer Buchanan 

Graham, Lena Carroll 

Graham, Mabel Nodaway 

Gray, Grace Andrew 

Greene, Etta HoU 

Griffiths, Grace Livingston 

Growney, Maye Nodaway 

Gryder, Willie Ray 

Gutsch, Friederike Atchison 

Hager, Lucy E Gentry 

Hale, Bertha Nodaway 

Hall, Ruth Nodaway 

Hall, Edgar Gentry 

Hall, Lillie Gentry 

Ham, Frank Nodaway 

Hamblin, J. M Atchison 

Hamilton, Loren Daviess 

Hampson, Elizabeth Atchison 

Handley, Agnes Gentry 

Handley, Elma Gentry 

Hanna, Eyron Nodaway 

Hanna, Lyle Nodaway 

Hansel, Mary Nodaway 

Harmon, Mabel E Daviess 

Harrel, C. G Nodaway 

Harris, Irvin Nodaway 

Hartman, Frances Nodaway 

Hartman, Clarice Nodaway 

Harwood, Ada DeKalb 

Hass, Kate Worth 

Hasty, Ruth Nodaway 

Hayter, Strausie Cass 

Hazelrigg, Ella Nodaway 

Heflin, Euphamia .Nodaway 



Name. County 

Helpley, Helen Nodaway 

Helwig, Katherine Nodaway 

Henderson, Edith Nodaway 

Henderson, Effie A Nodaway 

Henderson, Maude Gentry 

Hill, Alva Nodaway 

Hines, Mollie DeKalb 

Hinkle, Alpha Holt 

Hinote, Jane Gentry 

Hise, Eliza Gentry 

Hitt, Eva B Holt 

Holme, J. L Andrew 

Holmes, G. B Nodaway 

Holt, Gladys Nodaway 

Hope, Fannie Nodaway 

Hope, Myra Nodaway 

Hopper, Margaret Nodaway 

Hopper, Hazel Nodaway 

Hosman, Leonard Caldwell 

Hotchkiss, Glenn Nodaway 

Hudson, Kittie Gentry 

Hughes, Lulu Nodaway 

Hughes, R. E Andrew 

Hughbanks, Dollie Nodaway 

Hulet, Dale Nodaway 

Hulet, Arlie Nodaway 

Humphrey, Delia Nodaway 

Hunt, Barbara Buchanan 

Hunt, 0. R Gentry 

Hunter, Mary Buchanan 

Hurst, Stella Nodaway 

Hutchison, Fred Nodaway 

Hutton. Clyde Nodaway 

Hyder, Mabel Clay 

Iffrig, Ida Carroll 

Jackson, Robert Holt 

Jackson, Mattie Holt 

James, Elma Gentry 

Jenkins, Etta Livingston 

Jennings, Wm Gentry 

Jennings, Egbert Gentry 

Jennings, Gretchen Gentry 

Jenson, Nettie Nodaway 

Johns, Dave Livingston 

Johnson, Angie Gentry 

Jones, Clarence Nodaway 

Jones, O. E Gentry 

Name County 

Jones, Katherine Caldwell 

Jones, Lola May Gentry 

Jones, Susie Clinton 

Jones, James Nodaway 

Jones, Leonard Buchanan 

Kane Mamie Nodaway 

Keeler, Josephine Nodaway 

Keener, Irvin DeKalb 

Keener, Inez DeKalb 

Kemp, Larue Nodaway 

Kemp, Ilene Nodaway 

Kennedy, Minnie Harrison 

Kennedy, Nell Holt 

Kepler, Futh Daviess 

Kernen, Emma Caldwell 

Key ? Ruby Nodaway 

Key. Opal Nodaway 

Keyes, Helen Kansas 

Kildow, Emma Nodaway 

King, Dollie Holt 

King. Edna Nodaway 

King, Mary Buchanan 

Kingsborough, Lucy Gentry 

Kingsman. Mrs. Nora Worth 

Klass, Noble Nodaway 

Knouse. Chas. A Clinton 

Knouse, Mary Clinton 

Kolb . Dell Nodaway 

Kreutz, Theodosia Holt 

Kuenzi, Margaret Andrew 

Kuhner, Vernon L DeKalb 

LaMar, John L Nodaway 

Lance, Julitta Grundy 

Lanning, Myrtle Nodaway 

Lanning, Velma Nodaway 

Lant, Cora A Iowa 

Larmer, Eugene Nodaway 

Lauber, Margaret Buchanan 

Lawson. Florence Nodaway 

LeGrand, Mary Nodaway 

Leech. J. C Nodaway 

Leffler, Helen Nodaway 

Lesh. Clara Harrison 

Lewis, Grace Nodaway 

Lewis, Fred Nodaway 

Livengood. Lowell Nodaway 

Lizar, Gertrude Clinton 



Name. County 

Long, Rena Nodaway 

Lorance, Annetta Nodaway 

Low, Hazel Gentry 

Low. Mabel Gentry 

Luchsinger, Laura Clinton 

Lyle, Floy Nodaway 

Lyle, Gertrude Nodaway 

Macrander. Gae Atchison 

Mack, Alma Worth 

Malone, Robert N Buchanan 

Manley, Delia V DeKalb 

Marshall, Ralph W Atchison 

Marshall, Louise Holt 

Marquis, Maude Nodaway 

Martin, Strausie Gentry 

Martin, Rose A Livingston 

Mason, Mabel Nodaway 

Mason, Gertrude Nodaway 

Massie, Alma Nodaway 

Mathes, F. S Nodaway 

McClintock, Ralph Atchison 

McClure, Dora Harrison 

McClure, Victor Harrison 

McClurg. Carrie Nodaway 

McCommas, Bertha Worth 

McCombs, Maude Nodaway 

McCrea, Liza DeKalb 

McDermot, Neva Nodaway 

McDonald, Dollie Nodaway 

McDougal, Jno. L Nodaway 

McGinnis, Roxie Nodaway 

McGrew, Roy Nodaway 

McGuire, Clemma Nodaway 

McKee, Frank Andrew 

McKnight, Nellie Andrew 

McMannes, Edward DeKalb 

McNulty, Elsie Atchison 

Meadows, Lelah, Holt 

Meadows, Cortez Holt 

Medsker, W. R Nodaway 

Meeker, Felix Nodaway 

Melvin, Ruby Nodaway 

Messick, Harry Andrew 

Michael, Eva OklaLon: i 

Miller, Henry Andrew 

Miller, Lola Andrew 

Miller, Verdia Nodaway 

Name County 

Miller, Charlotte Nodaway 

Miller, Frank Nodaway 

Miller.. Mabel Nodaway 

Miller, Irva Nodaway 

Miller, Jessie Jr Nodaway 

Miller, Geo. R Harrison 

Miller, Margaret J Nodaway 

Miller, Chesley Gentry 

Miller, Jennie DeKalb 

Miller, Delia Nodaway 

Miller, Elijah D Worth 

Mingus, Eva Buchanan 

Mingus, Jessie Buchanan 

Minter, Mattie Buchanan 

Misemer, Mattie Gentry 

Mitchell, Harry Nodaway 

Moore, R. E DeKalb 

Montgomery, Geo. D Andrew 

Montgomery, Gladys Nodaway 

Morgan, Bess Holt 

Morris, Mamie Grundy 

Morris, Lou Etta Daviess 

Morris, Hazel M DeKalb 

Moser, Donna Andrew 

Mossbarger, Vivian Carroll 

Mumpower, Lou Caldwell 

Mumpower, Mary Lynn. . .Caldwell 

Murphy, Jessie Ray 

Murphy, Arthur DeKalb 

Murray, Ray Worth 

Mutz, Jessie Nodaway 

Myers, Althea Harrison 

Nash, Delia Nodaway 

Nauman, Maud Holt 

Neal, Vivian Atchison 

Neal, Esther Nodaway 

Neal, Nora Nodaway 

Neal, Edith V Nodaway 

Neal, Mabel Nodaway 

Neff , Clara Nodaway 

Nelson, Florence Harrison 

Nelson, Jennie May Andrew 

Newman, Bertha Gentry 

Nicholas, Vesper Nodaway 

Nicholas, F. W Gentry 

Nichols, Goldie Gentry 

Nixon, Tom Nodaway 



Name. County 

Nixon, Selma Nodaway 

Noblett, Hazel Nodaway 

Nunelly, Nellie Nodaway 

O'Brien,, Grace Nodaway 

O'Brien, Lillian Daviess 

O'Grady, T. R Nodaway 

Oldham. Bessie Carroll 

Olmstead, Hazel Nodaway 

O'Neale, Clinton Gentry 

Osborne, Earl Andrew 

Ott, Minnie Nodaway 

Ozenberger, Laura Buchanan 

Ozenberger, Birdie Buchanan 

Padget, J. F Daviess 

Palmer. Lucy Nodaway 

Palmer. Mabel Nodaway 

Palmer, Lucy O Buchanan 

Palmer, G. C Buchanan 

Palmer, Mildred Nodaway 

Palmer.. T. B Buchanan 

Parman, D. W Worth 

Parcher, Phillip Nodaway 

Partridge, Myra Nodaway 

Patterson, Edith Nodaway 

Patterson, Leatha Nodaway 

Patton, Bessie Andrew 

Pearce, Eulah Nodaway 

Pearce, Clara Atchison 

Peery, Wilma Gentry 

Peery, Earl Gentry 

Peery, Lenora Gentry 

Peery, Flora Grundy 

Pemberton, Alice DeKalb 

Pemberton, Emma DeKalb 

Pence , Esther DeKalb 

Pere^, Eyrd Holt 

Potree, Addie Andrew 

Pettijohm Elizabeth Andrew 

Perrin, Lona Nodaway 

Perry, Clarence Nodaway 

Pickens, Verne Nodaway 

Pierce, Lucinda Gentry 

Pigg, Marvin Gentry 

Pollock, Bernice Holt 

Pollock, Blanche Holt 

Pool, G. W Caldwell 

Porter, Eessie Nodaway 

Name. County 

Prettyman, Geo Atchison 

Price, Clun Nodaway 

Powell, C. U Andrew 

Powell, Robt Nodaway 

Proctor, Bessie Nodaway 

Pryor, E. L Gentry 

Pugh, Grace M South Dakota. 

Pugh, Jennie Nodaway 

Purcell, Helen Nodaway 

Ramey, Ruth .Andrew 

Ramsay, Jess Holt 

Quinn, Ora Nodaway 

Randall, O. Edna Washington 

Rasco, Eernice Nodaway 

Ratlif f, Pearl Gentry 

Ray, Alice Idaho 

Rea, Inez Nodaway 

Reardon, Lucy DeKalb 

Redmon, Hallie Buchanan 

Reed, M. O Osage 

Renner, Mabel Carroll 

Reynolds, Wyonda ...... .Harrison. 

Reynolds, Wilda Harrison 

Rice, May , Gentry 

Rice, Senora Gentry 

Rice, W. C 

Richardson, Alva .Nodaway 

Richey, Frances Nodaway 

Richmond, Mrs. Alice Holt 

Riemeier, Ethel Buchanan 

Rigney, Nellie Harrisori 

Riley, N. L Harrison 

Rimel, Otha Nodaway 

Ritchie, Hazel Nodaway 

Roberts, Ida . Daviess 

Robertson, Mary Gentry 

Robertson, Edna Nodaway 

Robey, Donald .Nodaway 

Robinson, Theo , . . .Nodaway 

Robinson, Curtis Nodaway 

Rock, Earl A , Holt 

Rodman. Katie Nodaway 

Roelofson, Goldye .• Nodaway 

Rogers, Stella . . , • . .Nodaway 

Rogers, Frances Grundy 

Ross, Pearl Randolphs 

Ross, Ralph ...Ger.try 



Name. County 

Ross, Claud Gentry 

Ross, J. P Gentry 

Rowland, Clyde DeKalb 

Rowlett, Ellen Holt 

Rowlett, Eess Holt 

Rucker, Alta Worth 

Russell, Lela Nodaway 

St. John, Effle Holt 

Salmond, Jane Holt 

Sampson, Porter Gentry 

Sanders, Ted Nodaway 

Saville, Mayhew Worth 

Sayler, Phyllis Nodaway 

Scales, Mrs. Ida Grundy 

Schuster, Hattie Worth 

Scott, Walter Nodaway 

Sears, Anna Andrew 

Seat, Vivian Worth 

Sells, Cora Nodaway 

Sevier, Lora Daviess 

Sexton, Edna Andrew 

Seymour, Harley Atchison 

Seymour, Verne Atchison 

Shaver, Edith Andrew 

Shaw, Mary Nodaway 

Shaw, Anna Grundy 

Shearer, Coy Nodaway 

Shelters, L. C Holt 

Sheridan, Bernice Nodaway 

Shipps, Florence Nodaway 

Shipps, Marie Nodaway 

Short, Maude Caldwell 

Simmons, Mabel Worth 

Simmons, James Worth 

Simpson, Rose Worth 

Simpson, Willie Carroll 

Simpson, R. L Harrison 

Sisson, Donna Nodaway 

Skelton, S. W Harrison 

Skinner, Eunice Nodaway 

Slade, Shirley Gentry 

Smith, Frances Nodaway 

Smith, Bertha Gentry 

Smith, Dora Nodaway 

Smith, Anna Grundy 

Smith, Lenora Gentry 

Smith, Myrtle Holt 

Name. County 

Smith, Blanche Daviess 

Smith, Elsie Nodaway 

Smock, Myrtle Holt 

Snell, Carrie Holt 

SnelL Nona Holt 

Snelling, Bernice DeKalb 

Snipes, Leroy Harrison 

Snodgrass, Lulu Nodaway 

Somerville, Geo Mercer 

Somerville, Leslie Mercer 

SpeHman, Grace Holt 

Spillman, Ruth Worth 

Stanley, Sarah Carroll 

Stanley, Mae Holt 

Starr, Frank, Nodaway 

Starr, Emma Grundy 

Steinman, Lillie E Gentry 

Stewart, Mabel Nodaway 

Strickler, Nita Nodaway 

Stuart, Nellie Andrew 

Stubblefield, Ethlyn Caldwell 

Stubblefield, Chas.,E Caldwell 

Stewart, Dale Nodaway 

Stultz, Lora Nodaway 

Strader, Ralph Nodaway 

Stump, Leslie Carroll 

Swartz, Grace Harrison 

Sweeney, Lillie Gentry 

Swift, Ella Mercer 

Taggart, Anna Clay 

Talbot, Nellie Nodaway 

Tate, Chas Andrew 

Tatham, Maddie Carroll 

Tavenner, Meda Grundy 

Taylor, Beulah Nodaway 

Taylor, H. K. Jr Nodaway 

Taylor, J. Carter Nodaway 

Taylor, Virginia Carroll 

Taylor, Lillie Holt 

Tedrick, Eva A Daviess 

Terhune, Nellie Harrison 

Thompson, Ruth Carroll 

Thompson, aKtherine ....Nodaway 

Thompson, Beulah Nodaway 

Thompson, Susie Nodaway 

Todd, Helen Nodaway 

Totterdale, Annabelle ....Nodaway 



Name. County 

Trump, Lois Worth 

Tyler, J. Ben j Iowa 

Van Buren, Harriet Kansas 

Van Buren, Lois Kansas 

Van Horn, Wiley Nodaway 

Vance, Ordie Gentry 

Vanderpool, Mabel Harrison 

Vandersloot, Fred Nodaway 

Vandervort, Hazel Nodaway 

Vanstane, Cecil Livingston 

Vaughn, Bessie Clinton 

Vogelgesang, I. J Daviess 

Walker, F. E Nodaway 

Walker, A. E Worth 

Walker, Amy Nodaway 

Walker, C. G Nodaway 

Walter, Gertrude Nodaway 

Wall, Laura Andrew 

Ward, Julia Nodaway 

Warner, Mrs. Pearl E Gentry 

Waske, Helen Nodaway 

Watson, Rachael Nodaway 

Watson, Raymond Nodaway 

Watson, Harvey Nodaway 

Webb, Blanche Clay 

Welch, Bessie Gentry 

Welch, Chester Gentry 

Welch, Blanche Nodaway 

Wells, Goldie Nodaway 

Wells, Vera Nodaway 

Wells, Lura Gentry 

Wells, Bernice Nodaway 

White, Wilfred Nodaway 

Whitehead, Maude Nodaway 

Whitehead, Eva Nodaway 

Name. County 

Whitely, Lillie Gentry 

Wiley, Nellie Nodaway 

Wilkerson, Alberta DeKalb 

Williams, Stephen Iowa 

Williams, Edna Nodaway 

Wilson, Josephine Holt 

Wilson, Jean Holt 

Wilson, J. B Platte 

Wilson, Ruth Iowa 

Wilson, Edith Nodaway 

Wingate, Ruby Iowa 

Winslow, Maude Nodaway 

Winters, Ethel Nodaway 

Wise, Pearl Nodaway 

Wolfe, Ida Grundy 

Womach, Leona DeKalb 

Wood, Georgia Gentry 

Wood, Mary Harrison 

Wood, Carrie Harrison 

Woodward, Clayton Nodaway 

Wray, Sarah C Nodaway 

Wright, Jessie C Harrison 

Writesman, Zenebee . . . .Livingston 

Wyatt, Edith Nodaway 

Wynne, Ross B Mercer 

Yarnell, A. Laura Harrison 

Yeaman, Gladys Nodaway 

Yeaman, Roy Nodaway 

Young, Mary Livingston 

Young, Isaac Nodaway 

Young, Helene Nodaway 

Young, Inza Buchanan 

Younger, Dale Gentry 

Zeliff, Lawrence A Holt 





Pupils Enrolled For Year 1911-1912. 


Anderson, Oral. 
Bellows, Donald. 
Broyles, Elwin. 
Grems, Mamie. 
Harkness, Richard. 
Hosmer, Margaret Louise. 
Martin, Forrest. 
Masters, Ida. 
Miller, Harold. 
Moore, Victor. 

Ogden, Homer. 
Pinnell, Lambert. 
Smith, Forrest. 
Todd, Genevieve. 
Walker, Louie. 
Warner, Harold. 
Whitchurch, Robert. 
Williams, Dolly. 
Wright, Irma. 
Yeo, Burdette. 

Anthony, Frank. 
Eurr, Mildred. 
Cain, Lillie. 

Eversole, Ralph Wilson. 
Harris, Joe. 

Grade I. 

Huffine, Eugene. 
Laughlin, Willie. 
Rinehart, Fern. 
Schaub, George. 

Ferris, Leonard. 
Godsey, Townsend. 
Gross, Al Erta. 
Huffine, Clarence. 

Grade II. 

Hunt, Lawrence E. 
Luce, George. 
Miller, Joseph. 
Raines, Evelyn. 

Gross, Mary. 
Helpley, William. 
Lippman, Cyrus. 
Masters, Harold. 
Moon, Glen. 

Grade III. 

Phillips, Harold. 
Raines, Mabel. 
Whelchel, Charlotte. 
Willets, Nona. 
Wright, Inez. 

Grade IV. 

Burr, Harry. 
Chappel, Marie. 
De Armand, Eugene. 
Gross, Marion. 
Howland, Dale. 
Hunt, Persis. 

Morris, Alta. 
Moss, Opal. 
Smith, Cecil. 
Smith, Walter. 
Tabler, Glen. 



Grade V. 

Anthony, Edwin. 
Cain r Ernest. 
Daniels, Kenneth. 
Ferris, Velmer. 
Helpley, Lon. 
Hill, Lizzie. 
Hopper, Halcyon. 
Hunt, Thelma. 

Andrews, Mary Louise. 
Burr, Stella. 
Harris, Robert. 
Helpley r Martha. 
Hutton, Nellie. 
Jones, Jack. 
Koch, Katherine. 
Lanning, Leslie. 
Luce, Caherine. 

Anthony, Murrill. 
Bower, Lona. 
Cain, Ethel. 
Clayton, Matie. 
Condon, Mary. 
Condon, B. E. 
Culvert, Perry. 
Davenport, Anna. 
Gross, Anna. 
Harrel, Norton. 
Hulet, Wave. 
Jones, Harry. 

Cabbage, Frank, 
Chappel, Ellis. 
Curnutt, Mabel. 
Skinner, William. 

Reynolds, Harry. 
Saunders, Rosa. 
Schaub, Lee. 
Skinner, Chester. 
Tabler, Alma. 
Woodard, Forrest. 
Wright, Daisy. 

Grade VI. 

Reynolds, Harry. 
Smith, Gertrude. 
St. John, Dorothy. 
Tabler, Lila. 
Tabler, Roland. 
Wiles, Hershel. 
Wright, Carl. 
Wright, Fern. 

Grade VII. 

Kaufman, Ray. 
Kissenger, Olen. 
Lowry, Hazel. 
Mutz, Lou. 
Smith, Cecil. 
Shinkle, Louise. 
Swinford, Lavisa. 
Townsend, Mildred. 
Taylor, Hattie May. 
Walker, Marian. 
Woodard, Bertha. 

Grade VIIL 

Stoll, Robert. 
Williams, Lulu. 
Womack, Loren. 

Total number in Training School, 120. 

Total enrollment in Normal Classes 710 

Enrollment in Training School 120 

Total enrollment 830 

Representing twenty-three counties and eight states. 


Alumni Roster 


A. E. Malotte, Pres Maryville, Mo. 

Bessie May Cox, Sec'y Maryville, Mo. 

Lois Halley, Treas Maryville, Mo. 


Brown, Rev. Alva Bolckow, Missouri 

Bridges, D. G. . . w Denver, Missouri 

Cooper, A. H Grant City, Missouri 

Gray, Fred Stewartsville, Missouri 

Hartman, Dena Maryville, Missouri 

Lytle, Hope Burlingame, California 

McLeod, Elizabeth Albany, Missouri 

Melvin, Ruby Maryville, Missouri 

O'Conner, Katherine Burlington Junction, Missouri 

Roach, Golda Pickering, Missouri 

Ross, Mary Grant City, Missouri 

Schrekengaust, C. W Gallatin, Missouri 


Akin, Ethel Hopkins, Missouri 

Alcott, Susie E Stanberry, Missouri 

Baker, Elizabeth Maryville, Missouri 

Bent, Maude Maryville, Missouri 

Blair, Gertrude Maryville, Missouri 

Bruggerman, Esther Smithton, Missouri 

Brown, Katherine Hopkins, Missouri 

Bryant, Neola Compton, California 

Carter, Audrey Burlington Junction, Missouri 

Cottrill, Francis B Savannah, Missouri 

Crowther, Lolita 1006 S. 15th St., St. Joseph, Missouri 

Custer, Georgia B Maryville, Missouri 

Daniel, Aria Maysville, Missouri 

Doyle, L. U Moberly, Missouri 

Duke, Agnes Stanberry, Missouri 

Dunbar, Wilbur Gait, Missouri 

Ensor, Guy King City, Missouri 

Floyd, Gertrude Bolckow, Missouri 

Graves, Ethel, (Mrs. Floyd Riley) Larnard, Kansas 

Gray, Mary Olive Joplin, Missouri 

Hass, Edna Stanberry, Missouri 

Hartman, Francis Maryville, Missouri 

Hotchkiss, Alma Maryville, Missouri 

Hotchkiss, Maye Maryville, Missouri 


Henderson, Minnie Maryville, Missouri 

Johnson, Eonnie, (Mrs. James Crum) Hot Springs, Ark. 

Kimmons, Virgie Edgerly, S. D 

Long, Albert A Mount Moriah, Missouri 

Mason, L. Estella Maryville, Missouri 

Mutz, Harry Maryville, Missouri 

McNellis, Helen Maryville, Missouri 

Nixon, Lena Maryville, Missouri 

Nixon, Myrtle Maryville, Missouri 

Peret, Myrtle (Sellars) Oregon, Missouri 

Rasmussen, Mrs. Bess Crane Riverton, Missouri 

Sayler, Phyllis Maryville, Missouri 

Scott, Lura DesMoines, Iowa 

Shoemaker, Ethel Stanberry, Missouri 

Starr, Lillian Maryville, Missouri 

Storm, Mabel Okmulgee, Oklahoma 

Worley, Charles T Rockport. Missouri 

Welch, Eva Bernice Stanberry, Missouri 

Wray, Bessie* Maryville, Missouri 

Wray, Ethel Maryville, Missouri 

Wray, Sylvia Wildwood, Minn. 


Armstrong, Artie Maryville, Missouri 

Baker, Bernice Maryville, Missouri 

Barbour, Jessie F King City, Missouri 

Bond, Edna Graham, Missouri 

Bramblette, Phoebe Burlington Junction, Missouri 

Burch, E. A Clearmont, Missouri 

Conrad, Harry S Parnell, Missouri 

Cowley, Minnie Columbia, Missouri 

Culbcrtson, Zeta Albany, Missouri 

Duncan, Eva Maryville, Missouri 

Francisco, Herbert Pattonsburg, Missouri 

Frank, Mary King City, Missouri 

Halley, Lois Maryville, Missouri 

Hazelrigg, Ella G Maryville, Missouri 

Herrick, Mrs. J. M Kansas City, Missouri 

Holtoff , Ray Milwaukee, Wis. 

Houston, Eva (Mrs. Emmett Scott) Burlington Junction, Missouri 

Jeffers, Chloe Hopkins, Missouri 

Joy, Herman Burdette, Colorado 

Kime, Edith Hopkins, Missouri 

LaMar, Beatrice (Mrs. Fowler Hamilton) Elmo, Missouri 

Lee, Lucy Dell (Mrs. Schieler) Fort Morgan, Colorado 

Liggett, Elsie Stanberry, Missouri 

Lowry, W. R Hopkins, Missouri 


Martin, H. I Laredo, Missouri 

Mutz, Jessie Maryviiie, Missouri 

Morris, Louetta Gallatin, Missouri 

Montgomery, Mrs. Ola Geno* Maryviiie, Missouri 

Munn, Eliza Maryviiie, Missouri 

Neal, Gertrude Pickering, Missouri 

New, Mary Gallatin, Missouri 

Perry, Hazel Maryviiie, Missouri 

Rowley, Sebee Maryviiie, Missouri 

Sager, Edna Stanberry, Missouri 

Smothers, Elizabeth Stanberry, Missouri 

Southwell, Fay Columbia, Missouri 

Wright, Charlotte Union Star, Missouri 



Allen, C. H Albany, Missouri 

Austin, Lillian Oregon, Missouri 

Carpenter, James Maryviiie, Missouri 

Carpenter, Winifred Maryviiie, Missouri 

Carpenter, Grace Bolckow, Missouri 

Carter, Marie Burlington Junction, Missouri 

Clark, Lennice Bolckow, Missouri 

Conrad, Nell Maryviiie, Missouri 

Eckles, Ora Maryviiie, Missouri 

Gray, Edna Maryviiie, Missouri 

Gray, Mrs. Fred Stewartsville, Missouri 

Hartman, Clarice Maryviiie, Missouri 

Lacey, W. H.* Maysville, Missouri 

Lawhead, Belle Union Star, Missouri 

Leffler, Helen Maryviiie, Missouri 

Luce, Cornelia Wooster, Ohio 

Melvin, Ruth Mound City, Missouri 

McDougal, Margaret Maryviiie, Missouri 

Miller, Ross Graham, Missouri 

Ogden, Mary Maryviiie, Missouri 

Peppers, Myrle Fort Collins, Colorado 

Riggs, Bertha Maryviiie, Missouri 

Rush, John E Maryviiie, Missouri 

Snipes, LeRoy New Hampton, Missouri 

Ward, Maude Stanberry, Missouri 

Watson, Raymond Maryviiie, Missouri 

Waugh, Carrie Anderson Mrs Jamestown, N. Y. 

Wray, Nellie Maryviiie, Missouri 

Cox, Bessie Maryviiie, Missouri 

Hull, Myra Maryviiie, Missouri 

Lorance, Ruby Maryviiie, Missouri 


Parr, Pauline Hamilton, Missouri 

Pence, Bertha King City, Missouri 

Roach, Maude Mary ville, Missouri 

Ringgold, Jennie Hopkins, Missouri 

Scott, Jessie V. (Mrs. John Griffey) Maryville, Missouri 

Todd, Helen Maryville, Missouri 

Todd, Lulu Maryville, Missouri 


Airy, Golda Maryville, Missouri 

Carpenter, Dora Maryville, Missouri 

Day, Dora Maryville, Missouri 

Donan, Nell Mound City, Missouri 

Eckles, Myrtle Maryville, Missouri 

Hankins, H. H Burlington Junction, Missouri 

Hudson, Nell Maryville, Missouri 

Jones, O. E Albany, Missouri 

Knappenberger, Lillis Bolckow, Missouri 

Malotte, A. E Maryville, Missouri 

Miller, Charles Eagleville, Missouri 

McClintock, D.N Kingston, Missouri 

Neff, Homer Maryville, Missouri 

Northcott, Bertha Maryville, Missouri 

Orcutt, Alice Maryville, Missouri 

Orcutt, Mary (Fisher) Maryville, Missouri 

Ratcliff, Pearl Stanberry, Missouri 

Ray, Alice Maryville, Missouri 

Smith, Stella Q Maryville, Missouri 

Steinman, Lillie Albany, Missouri 

Watson, G. R Plattsburg, Missouri 


Bainum, Maude Maryville, Missouri 

Carmichael, Goldie Pickering, Missouri 

Cottrill, Jeannetta Maryville, Missouri 

Christy, Edith Maryville, Missouri 

Gehr, Cora Maryville, Missouri 

Hale, Bertha Barnard, Missouri 

Hunt, Barbara St. Joseph, Missouri 

Jennings, Egbert Stanberry, Missouri 

Johnson, Angie Stanberry, Missouri 

Jones, Lola May Stanberry, Missouri 

Kreutz, Theodosia Rockport, Missouri 

Miller, Mabel Maryville, Missouri 

Mingus, Jessie St. Joseph, Missouri 

Randall, Olive Edna Mt. Vernon, Iowa 

Ratlif f, Pearl Stanberry, Missouri 

Rowlett, Bess Maitland, Missouri 

Wynne, Ross B Princeton, Missouri 



Agriculture and Biology 43 

Alumni Roster 115 

American History and Civics 40 

Art 85 

Boarding Facilities and Regulations 9 

Building 7 

Business 96 

Christian Associations 13 

Common School Certificate Course 18 

Conditions of Admission 17 

County Organizations 13 

Course of Study 17 

Departments of Study 22 

Diploma Course 20 

Education and Training 22 

Elementary (Regents) Certificate 18 

English and Literature Departments 31 

Enrollment for 1911-1912 105 

Expenses 11 

Faculty 3 

French 73 

General Information 5 

Geography 39 

German 74 

History and Economics 36 

Home Economics 65 

How to Enter 9 

Latin 72 

Library 13 

Library Instruction Course 15 

Literary Societies n 

Location 7 

Magazines in Library 15 

Manual Training 74 

Mathematics 34 

Music g9 

Newspapers Furnished Free 16 

Northwest Normal School, the Purpose of 5 

Notable Events During the Year . mt # ioi 

Physical Sciences 60 

Physical Training 99 



Reading and Public Speaking 92 

Regents, Eoard of . 2 

Standing, Advanced 17 

Training School 28 

University of Missouri Soil Experiment Field No 25 51 




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